Syllabus MGMT-BUSI 3399 SP11

St.
Edward’s University
MGMT 3399.05/BUSI 3399.03
The Art and Adventure of Leadership
SPRING 2011
Location: Trustee Hall 205
Day & Time: Tuesdays and Thursdays, 3:30-4:45 PM
January 18 - May 10, 2011
Finals Class: Tuesday May 10, 2011 3:45 - 5:45 pm
Professor: Dr. Pauline J. Albert

Office: Andre 114
Fall Office Hours:
• January 18-March 17: Tuesday/Thursday Before class: 2:00-3:30 p.m.
• January 26-March 9: Wednesday 4:30-6:30 p.m.
• March 22-May 12 Tuesday/Thursday After Class: 5:00-6:30
• At almost any other time by appointment
E-mail: paulinea@stedwards.edu
Campus Phone: 448-8714
Required Texts:
• McMahon, J. T. (2010). Leadership classics. Long Grove, IL: Waveland Press.
ISBN: 978-1-57766-638-7
• Other articles, handouts, and assignments in support of course learning objectives posted
on the class Blackboard
• In compliance with the Higher Education Opportunity Act (20 U.S.C. 1015), the cost of
course textbooks and other course fees can be found on EdWeb
Each student is required to complete the About-U Report powered by the Birkman Method® at a
SM
cost of $119. This report is one that will help you make decisions about your career both now
and well into the future as well as how to interact with others. There may be other incidental
costs (though minor) associated with this course. Students will be required to watch two movies
for this course (“Star Wars Episode IV: A New Hope” and “The Matrix”). They can be watched
with others or rented individually. Where possible, group showings of these movies will be
scheduled.
Course Description:
This course is an introduction to the major models and theories of leadership, focusing on
leadership as partnership between leaders and followers in different contexts to achieve a
common goal.
Course Objectives:
• To examine the focus and framing of key leadership theories, models, and concepts.
• To articulate and understand the implications of one’s Personal Concept of Leadership.
MGMT 3399.05/BUSI 3399.03, “The Art and Adventure of Leadership,” Spring 2011 Dr. Pauline Albert 1
• To explore relevant contemporary issues impacting leadership, including power, gender,
culture, race, social justice, and other relevant factors.
• To recognize that leadership is a relationship between leaders and followers, complete
with interesting dynamics, challenges, and understandings.
• To assess each individual’s leadership strengths and to formulate a plan of development
for additional leadership skills based on course experiences.
• To interact with various organizational leaders in Central Texas to consider how leaders
operate in a “real world” context.
• To examine the impact of some of the world’s great leaders and the implications of their
legacies for future leaders.
• To determine how critical thinking, communication, and ethical grounding apply to the
role of leader.
• Above all, to become familiar with the idea that leadership is a process, not a destination
—a way of being, not some formula to be followed—and that studying leadership will
produce more questions than answers. Students must learn to be comfortable with and to
expect ambiguity, which is an inherent quality of the leadership process.
Class Format:
The class format includes lectures, discussion, group and individual exercises and presentations,
short quizzes and guest speakers. Lectures and discussions will highlight and expand upon the
readings, and class participation will assume basic knowledge of assigned readings. I reserve the
right to adapt and/or modify the schedule published in this Syllabus based on my assessment of
how things are going and/or to accommodate the schedules of guest speakers, etc.
General Requirements:
• A significant portion of your grade is for participation. Our approach will not solely be
cognitive. To this end it is important that you be in class on time, and that you be
adequately prepared for each class. Being late for or missing class is a major issue. If for
some reason you have to miss a class, I expect to be informed in advance where possible.
There will be an impact on your grade for being late or missing a class. Three or more
absences during the first ten weeks of the semester may result in a request to the Registrar
by the Instructor for an involuntary administrative withdrawal from the course, resulting
in a grade of “WA” (withdrawal due to absences) being listed on your transcript.
• Copies of all course deliverables must be submitted through Blackboard. Deliverables
must be constructed in Times New Roman 12 point font, double spaced. Deliverables
must be submitted no later than the start of the class in which they are due. They can be
turned in sooner. Where appropriate, assessment comments will be returned via email as
soon as possible. A “hard copy” of the Reflective Journal is acceptable in lieu of a
Blackboard submission, depending on the student’s style.
Special Circumstances:
If you have a specific physical, medical, psychiatric, or learning disability and require
accommodations, it is your responsibility to let me know early in the semester so that your needs
may be appropriately met. You will need to provide documentation of such circumstances to the
Student Disability Services Office located in the office of Academic Planning and Support in
Moody 155.
Additionally, SEU provides a variety of services to support you in meeting course requirements
and achieving academic success:
• Academic Planning and Support (Moody Hall #155, 448-8660) offers study skills
workshops, individual consultation, and tutor referrals, and other services for students
who need assistance with academic problems.
• Psychological Services (Moody Hall #110, 448-8538) offers counseling and
consultations regarding personal concerns, self-help information, and connections to
mental health resources in the community.
• Student Disability Services (Moody Hall #155, 448-8660) offers technical and
practical support for students with medical, psychological, or learning disabilities. The
staff provides counseling, referrals and services to ensure that students receive
appropriate accommodations.
E-Mail and Blackboard:

St. Edward’s University makes available a classroom management system known as
“Blackboard” that enables the delivery of classroom materials, the use of online discussion
groups, and provides private areas for student teams, a mechanism for centrally locating
important course information, documents and announcements and a means by which to send e-
mail messages to the entire class. Students are expected to access Blackboard regularly.
Electronic copies of class handouts and announcements will be posted on Blackboard.
Information of a critical nature will be distributed via e-mail to the address assigned by SEU as
the student’s official e-mail address. Email addresses other than those provided by SEU cannot
be incorporated into the SEU communication system. Please check your SEU email daily.
In-Classroom Technology Policy:

We are gathered together in the classroom in order to communicate and learn together. As such,
all electronic devices (laptops, phones, or other handheld devices) must be turned off during
class times. Devices cannot be used for note taking. There can be no texting, phone, or online
communication during class. If there is some kind of emergency, leave the classroom to deal
with it. Failure to abide by this policy will result in your losing class participation points.
Academic Integrity:
St. Edward’s University expects academic honesty from all members of the community, and it is
my policy that this expectation be fostered to the highest degree possible. All work submitted for
grading in this course must be created as the result of your own thought and effort. Representing
work as your own when it is not a result of such thought and effort is a violation of the
University’s code of academic integrity. Whenever it is established that academic dishonesty has
occurred, the course instructor shall impose a penalty upon the offending individual(s). Some
offenses are more egregious than others; therefore, a range of penalties is available. As an
instructor, I will endeavor to create an environment in which each student is giving the
opportunity to maximize his or her learning while maintaining the highest standards of integrity.
I also draw attention to the fact that as a member of the faculty, I adhere to the policies about
academic integrity contained in the Student Handbook aligned with the core values of honesty,
fairness, trust, respect and responsibility. If you have not yet examined the policies on academic
integrity, I encourage you to further your leadership education by being aware of and familiar
with those policies. http://www.stedwards.edu/studenthandbook/academic-integrity-and-
grievance-procedures
The About-U Report powered by the Birkman Method®
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The About-U Report is a valuable tool for understanding yourself and learning about who you
are. It provides a detailed behavioral description of your:
• natural strengths,
• reactive/stress behaviors,
• basic motivational interests, and
• specific areas of career development.
Using the information from your Report you will see how to integrate and manage your strengths
and interests in your daily life and move forward with education and work decisions, coursework
and leadership development choices that will keep you energized and motivated to succeed. In
addition to the Report itself, we will spend two class sessions in a facilitated workshop learning
how to interpret and use The About-U Report.
EXPLANATION OF ASSIGNMENTS
Attendance, Participation, Quizzes and the Reflective Journal (40%)
It is expected that you attend each class and that you are prepared to participate in class
discussions. To receive full credit for participation, you must come prepared for all classes, make
substantial contributions to the discussion, provide leadership, and demonstrate skilled and
committed followership in group presentations and class activities. You should thoroughly read
all of the assignments before class, frequently interrelate the readings and other supplemental
material, tie in evidence of class lectures and discussions by others, and be able to offer insights
that demonstrate a creative confidence in working with the course content.
I reserve the right to occasionally and at my own discretion administer a “pop quiz.” Scores on
pop quizzes will be calculated into the Participation grade for the course.
In addition to attendance and participation, you are asked to keep a reflective journal. Each week
you will be expected to write down personal reflections for this course. You are welcome to
write as much as you feel moved to write. Over the course of the semester, I will provide ten
specific focus questions for reflection that you will address in addition to any other thoughts that
you capture. You may hand-write in the printed copy of the Journal that has been given to you,
or you may write notes in the printed Journal, on a laptop or other notebook, then “fill out” your
thoughts online and submit your entries via Blackboard. Journal entries will not be given a letter
grade, but will be given points as part of your Participation.
The major objective of reflective journal writing is for you to reflect on any significant
discoveries, insights, learning, accomplishments, conflicts, or personal recollections that occur in
that week’s time period with regard to the specific focus for the week. A reflective journal is a
public record of the thoughts and reflections you engage in as you learn more about leadership.
While the journal will be confidential (i.e. between you and me), it is not a private diary. Thus,
although an informal, stream-of-consciousness approach is acceptable, the expectation is that
your entries will be thoughtful, cogent and relevant to what we are exploring about the topic.
While correct spelling and grammar are not the ultimate arbiters, they do aid comprehension and
as such should be prevalent.
A good journal entry contains the following components:
• Evidence that you have completed your reflections in the same time frame as the course
discussion (in other words, this is not an assignment to be completed the night before it is
due!),
• demonstrated incorporation of your understanding of the readings and class discussion
into your reflection,
• critical thinking embedded in your reflection,
• complete attention to the specific questions that are given in the ten focus questions,
• and your personal thoughts about your learning in this course.
Attendance, participation, quizzes and the Reflective Journal comprise 40% of your grade.
Journals are to be turned in on February 22, April 5, and May 5.
Initial Lifeline of Leadership (10%)

In order to know where you are going on your leadership journey, it is important to know where
you came from. In the Initial Lifeline of Leadership paper you are asked to explore, define, and
reflect on your past leadership, academic, and service involvement. The paper will use a
structured format to guide your writing and reflection:
Explore:
Where did your leadership capacities come from? Who motivated you as a role model of
leadership? What specific events have allowed you to demonstrate leadership yourself? Why is
this subject of interest to you? How have course readings to date expanded your understanding?
Define:
What does the term “leadership” mean to you? Based on your life experiences to this point, how
would you describe your personal philosophy of leadership? What do you hope to learn about
yourself and your leadership capacities during this course?
Predict:
Is there a type of leadership role you hope to have in the future? Describe it. How will you know
if you have been successful in this role? What do you ultimately hope to accomplish in your life,
both professional and personal? How will your leadership capacities help you achieve what you
ultimately hope to accomplish in life?
Requirements:
Range: 3-5 full double-spaced pages (3 pages minimum); Due Class 8, February 10
The Initial Lifeline of Leadership comprises 10% of your final grade.
Leadership Learning Partner Interviews and Reflection Paper (15%)

On your leadership development journey, it is important to ask questions of those who have
walked before you. In this assignment, you are asked to choose someone you feel is a leader and
might serve as a mentor or “learning partner” for you. This person may be on or off campus.
You will interview each learning partner twice. The first interview will allow you to explore the
leadership “story” of your learning partner. The second interview—toward the end of the
semester—will provide you with an opportunity to share your developing personal concept of
leadership and future leadership development plans with your learning partner for his or her
reaction and feedback. Your Reflection Paper will focus on the leadership lessons learned from
your initial interview and your analysis of these lessons through the lens of the leadership
theories and constructs discussed in class and through the readings.
Some possible questions for your consideration in the initial interview (you are not limited to
these. If your partner is not a student you will need to change the questions to fit the situation.
• What is your personal philosophy/definition of leadership?
• What activities or professional associations are you a part of? How did you become
involved?
• What skills do you believe are important to be an effective leader? Why?
• Do or now or have you had a mentor or role model? Who is that person? How long has he or
she been a mentor or role model? For what reasons did you choose him or her?
• Do you find it difficult to balance being involved with clubs/organizations and your
schoolwork? Please explain. (If your leader is older and in the workplace, then you will need
to modify these questions and you might want to discuss work/life balance issues.)
• What has been your biggest challenge in leadership/ as a student leader?
• What has been your biggest celebration in leadership/ as a student leader?
• What are some resources at St. Edwards that every student leader should know about?
• What are some words of advice that you would give to a new student leader here at St.
Edwards?
In addition to the above questions, you might also consider the following as guidelines to be
incorporated into the Reflection Paper that you turn in:
Is your emerging philosophy of leadership similar to that of this leader? Yes or no, and
why? Has your personal philosophy changed since your interview? What did you learn
about leadership from this interview? What leadership specific theories from our
readings relate to how this person views leadership? How will you take his/her words of
wisdom and apply them to your leadership, academic, and service development while at
St. Edwards?
Your second interview toward the end of the semester should be to share your initial draft
insights for your Personal Concept of Leadership (PCL) as well as your personal About-U and
Other Inventories Analysis and Development Plan (see more detail on this below).
Requirements:
3-5 full double-spaced pages; Due Class 15 on March 8. The Leadership Learning Partner
Interview and Reflection Paper represents 15% of your final grade.
Leadership Communication Analysis (10%)

Select one of the four persuasive arguments from a well-known historical leader posted on
Blackboard and examine the effectiveness of the speaker’s ability to persuade or inspire people.
Identify what the author was trying to say, the intent behind his or her statements, and the
context under which it was created. How successful was the speech? How was the information
received (this question will require some independent research on your part)? Upon which
principles or models of leadership was the speaker operating? What inferences can you make
about the author’s leadership abilities from the chosen speech? Please support your argument
with specific evidence from your selection. We will discuss these during class.
Requirements: 3-5 full pages; Double spaced; 12-point font; 1 inch margins; Due no later than
April 26
The Communication Analysis comprises 10% of your final grade.
About-U and Other Inventories Analysis. (15%)

For this assignment, you will comprehensively review the About-U Report powered by the
SM
Birkman Method® as well as the Learning Styles Inventory, Jungian Typology Analysis and the
other assessments you completed, as well as any assessments you completed for another class, a
student activity or any other place. You will also factor in feedback from course assignments.
Given the philosophy “leadership development is self-development,” you will analyze the
feedback and consider—much as you might do in a SWOT (Strengths/Weaknesses/
Opportunities/Threats) analysis—where your strengths and weaknesses lie, what things you need
to be aware of so that they don’t derail your development, what your behavior under stress is like
and how you resolve to manage your behavior, and anything else that you believe will continue
and further your development of leadership capacities.
This paper should incorporate insights from a second meeting with your Leadership Learning
Partner. You should get your Leadership Learning Partner’s reaction to what you have prepared,
and obtain suggestions for activities that will help you continue to develop your leadership
capacities. Share your initial ideas for your Personal Concept of Leadership with your Learning
Partner, and get his or her insights and suggestions.
Requirements: 6 full pages; Due May 5
The About-U and other inventories analysis comprise 15% of your final grade.
Personal Concept of Leadership (PCL) (10% for paper and 5% for final presentation)
During this course you have learned some key information about the foundations of leadership.
You have learned how leadership theory guides practice, how certain experiences and events
shape the values of leaders, how clubs, organizations, and community play a major role in
creating an understanding of self and environment, and how our personal philosophy of
leadership guides our values, actions, motivation, and commitment to learning, leading and
serving. This course has allowed you to explore leadership from many different angles and
through different lenses.
Your Personal Concept of Leadership reflects the culmination of your leadership development to
this point and is a representation of what you stand for and believe in based on your experiences.
Without a clear understanding of who you are and what you believe, your future endeavors will
be misguided or directionally challenged.
In this reflection you are asked to state, analyze, and discuss your concept of leadership,
including what you believe in, value, and are passionate about and how your leadership skills
have changed and/or remained the same during this course. How have the goals you set for
yourself (discussed in Journal Focus Question Class #1) aided or hindered your personal
concept? Using our readings, course presentations and discussions, which of the theories or
models we discussed this semester most closely resemble the concept of leadership you used for
yourself? (How creatively and how well do you communicate your personal concept in your
final presentation?) Include commentary on what happened during your second meeting with
your Leadership Learning Partner. What insights did he or she offer and what have you learned
about leadership from this mentoring relationship?
Final Course Presentation: Our Finals Week meeting will consist of each student presenting
his or her PCL in a 5-minute PowerPoint presentation. Please bring one hard copy of your PPT
for the instructor and bring your presentation on a Flash drive or post it where you can easily
retrieve it from the classroom computer. (Hint: I often both post my presentations and load them
onto a thumb drive, so I have a back-up in case of technical difficulties. )
Requirements:
2-3 full pages; five-minute presentation to the class on May 10
The Personal Concept of Leadership comprises 10% of your final grade, and the presentation
represents 5%.
GRADING:
The final course grade for MGMT/BUSI 3399 is comprised of the following elements:
Attendance/Participation/Quizzes/Reflective Journal 35% 135 points
Lifeline of Leadership 10% 38 points
Leadership Learning Partner Interview/Reflection Paper 15% 57 points
Leadership Communication Analysis 10% 38 points
About-U and Other Inventories Analysis 15% 57 points
Personal Concept of Leadership 10% 37 points
PCL Final Presentation 5% 18 points
TOTAL 100% 380 points
Grade will be based on total points earned throughout the semester.
A: 342+ B: 304-341 C: 266-304 D: 228 -265 F: lower
GRADING CRITERIA
Attendance
½ point for each class (absence = no points, no make-up)
Participation each class
2 points = active participation, value-added comments, demonstrates active engagement in the topic or
activity
0.5 - 1 points = attendance and marginal participation
0 points = missed class or no participation
WHEN A QUIZ IS GIVEN, Participation grade will be determined by:
2 points = 90% or better on quiz
1 point = 80% or better on quiz
.5 = less than 80%
0 points = missed class
Journal (Turned in on February 22, April 5, and May 5)
2.0 points = thoughtful, cogent, related to topic, focused on leadership development
1.0-1.5 points = stream of consciousness unrelated to class focus, or superficial
0.5-1.0 points = missed class, but produced a thoughtful Journal entry based on personal reflection tide to
class readings
RECAP: Attendance, Participation, Quizzes and Reflective Journal = 4.5 points per class session
4.5 x 30 = 135.
1/2 point for attendance (0 points for absence)
2 points for participation (my judgment) (0 points if absent)
2 points for Journal entry (my judgment) (May receive .05-1.0 points if absent and Journal entry is
substantive)
No makeup or extra credit for missed classes. Attendance, participation, quizzes, and the Reflective
Journal comprise 35% of your final grade.
Grading of Other Written Work

Initial Lifeline of Leadership. (10% of grade) -- Due February 10 This paper should be a thorough
exploration of your experiences with leadership; a well-explained initial definition of leadership that is
yours, even though others may impact it; and a projection of your future leadership possibilities. This
assignment will be assessed by a determination of the comprehensiveness of the answers to the guiding
questions.
Leadership Learning Partner Interview and Reflection Paper -- (15% of grade) -- Due March 8 A
structured interaction with and report about your interview with a person who is a role model about
leadership to you. The assignment will be assessed by determining the appropriateness of the questions
asked and your analysis of the answers given as well as your thoughtful reflection about the interview.
Communication Analysis. (10% of grade) -- Due no later than April 26 -- You will analyze one of the
selected speeches and document your analysis according to the guidelines provided in Blackboard. The
assignment will be assessed based on the thoroughness of your research, and your analysis of the speech
based on the guidelines above and reiterated in BB.
About-U and Other Inventories Analysis (15% of grade) -- Due May 5 -- You will complete an
analysis of the About-U Report, the VARK Inventory and the MBTI, as well as any other personal
assessments that you may have completed elsewhere. The assignment will be assessed by the
comprehensiveness of your review of the information that is contained in these assessments.
Personal Concept of Leadership. (10% of grade) -- Due May 10, with a 5-minute presentation to the
class (5% of grade) You will demonstrate the integration and synthesis of your work for this course by
applying your knowledge to the Initial Lifeline of Leadership and crafting a more complete document
about your leadership beliefs according to the rubric provided and with feedback from your Leadership
Learning Partner incorporated.
Submission of Work:
Most assignments are to be typed and posted into the Blackboard Assignments section no later
than the required day by 3:30 p.m. i.e. the start of class. Please also bring a printed copy of
your assignment to class. The one exception is the Reflection Journal, which may be hand-
written and submitted in class in hard-copy only format.
In general, course deliverables cannot be “re-done” to improve a grade. The instructor may
suggest redoing the assignment, but in general, this will not result in an improved grade, but it is
rather an opportunity for additional feedback. Late papers and assignments receive a -0-
unless arrangements for a late submission have been made before the due date with the
instructor. There must be a good extenuating circumstances for submitting an assignment late;
e.g. illness or death. Excuses such as “I had too much work,” or “I forgot” are not considered
good excuses. Negotiated late assignments will automatically be penalized by 10% before
grading by the instructor. Non-negotiated late assignments receive a -0-.
TENTATIVE COURSE SCHEDULE
(I reserve the right to adapt and/or modify the schedule published in this Syllabus based on my assessment of
how things are going and/or to accommodate the schedules of guest speakers, etc. No changes in assignments are
anticipated—only in sequencing of events. All changes will be announced in class and will be posted on
Blackboard.)
UNIT ONE, Defining Leadership: An introduction to theories, models and concepts of

leadership. Leadership development is self-development: understanding ourselves. Identifying
personal leadership strengths, goals and biases.
“Success comes to those who know themselves-- their strengths, their values, and how they best
perform." --Peter Drucker
Class #1: Tuesday, January 18
Course introduction.
Assignment for Class #2, Thursday, January 20:
• Complete Journal Focus for Class #1 (“What do I hope to gain?”)
• Complete Online Assessments (located in “Course Documents” on Blackboard)
 Write down your scores for each of the assessments, or print the final page
• Begin working on Initial Lifeline of Leadership assignment (due February 10)
• Complete About-U powered by the Birkman Method® (online) NLT January 27
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Class #2: Thursday, January 20

TOPICS: General discussion of leadership. Overview of online assessments (except About-U).
Assignment for Class # 3, Tuesday, January 25
• Complete Journal Entry for Class #2
• READ: The Process and Roles of Leadership -- Classics Chapters 1 & 5
• Continue work on Initial Lifeline of Leadership assignment (due February 10)
• Complete About-U powered by the Birkman Method® (online) NLT January 27
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Class #3: Tuesday, January 25

TOPICS: Process and Roles of Leadership and YOU!
Assignment for Class #4, January 27
• Complete Journal Focus for Class #3 (“Choose someone in your life…”)
• Listen to the About-U MP3 and familiarize yourself with your report
Class #4: Thursday, January 27

Professor Albert is Out of Town and Dr. Louise Menlo and Mr. Barry Lovelace from
Compass Settings will conduct class and do a detailed review of your About-U Report.
TOPICS: Learning “About-U”
Assignment for Class #5, February 1
• Complete Journal Focus for Class #4 (“Mission statement.”)
• Leadership Traits 1: Values & Styles Run Amok – Classics Chapters 6 & 8
• Hint: There may be a pop quiz on the four chapters of the text and your About-U report
Class #5: Tuesday, February 1
TOPIC: Leadership Traits: Values and Styles Run Amok
Assignment for Class #6, February 3
• READ: Leadership Traits 2: Managers & Leaders – Classics Chapters 9 & 10
Class #6: Thursday, February 3

TOPICS: Managers & Leaders: Similarities and Differences
Assignment for Class #7, Tuesday, February 8
• Watch “The Matrix” either TONIGHT (February 3) at 7 p.m. in a room to be scheduled
(popcorn and drinks provided) or on your own over the weekend. Use the Guide to
viewing the film to answer specific questions before our next class. Come to class ready to
discuss the theories and questions outlined in the guide to viewing the. Be prepared for a
discussion on Tuesday, February 8.
• Continue work on Lifeline of Leadership DUE on February 10
• READ: Leadership Traits 3: The Mystique & Emotional Intelligence (EI) – Classics
Chapters 11 and 12

TOPICS: “The Matrix” as leadership lesson; The Mystique of Leadership and EI
Assignment for Class #8, Thursday, February 10
• Finish Initial Lifeline of Leadership and SUBMIT on February 10
• Review Leadership Traits 3 Readings for possible pop quiz

→TURN IN INITIAL LIFELINE OF LEADERSHIP
TOPICS: Continue Discussion on Leadership Theories and Traits
• READ: Leadership Traits 4: Narcissism and the Light and Dark Sides of Leadership –
Classics Chapter 13 and See BB for 2nd article

TOPICS: The Light and Dark Sides of Leadership
• Complete Journal Focus for Class #9 (“Identify a recent opportunity…”)
• READ: Leadership Behavior Concepts 1: Personality Development and the Nature of Man
– Classics Chapters 16 & 17
UNIT TWO, Leadership in Context: What leadership looks like in reality. Leadership
opportunities. Factors impact one’s ability to lead, (e.g., personality, culture, gender,
organizational dynamics).
“Leadership should be born out of the understanding of the needs of those who would be affected by
it." --Marian Anderson

TOPIC: Leadership as an Art and the dynamics of personality and human nature
Feature: Watch and review a film with Ben Zander of the Boston Philharmonic
• Consider questions to ask guest speaker Ron Kessler in Class #11, February 22
• READ: Behavior Concepts 2: Managerial Grid & Servant Leadership – Classics Chapters
18 & 20

→TURN IN REFLECTIVE JOURNAL
GUEST SPEAKER: Ron Kessler, J.D., Principal, Ron Kessler Group LLC
TOPIC: What leadership means to me
• Complete Journal Focus for Class #11 (“What role do personal values play?”)
• READ: Behavior Concepts 3: Charismatic, Transactional, Transformational
Leadership – Classics Chapters 22 & 23
• Hint: Review Chapter 17 – 23 for possible pop quiz

TOPICS: Leadership Behaviors: Review and Conclusions
Assignment for Class #13, Tuesday, March 1
• READ: Situational Approaches 1: Leadership Patterns & Life Cycles -- Classics
Chapters 24 a& 26
• Reminder: Leadership Learning Partner Interview and Reflection Paper due March 8
Class #13, Tuesday, March 1

TOPIC: Leadership Patterns & Life Cycle
Assignment for Class #14, Thursday, March 3
• Consider questions for Guest Lecturer
• READ: Situational Approaches 2: Path-Goal Theory – Classics Chapter 28
Class #14, Thursday, March 3

Prof. Albert is Out of Town on this Day
GUEST LECTURER: TBD
• COMPLETE Learning Partner Reflection Paper

→TURN IN LEADERSHIP LEARNING PARTNER REFLECTION PAPER
TOPICS: Review of Theories and Behavioral Concepts of Leadership
• Complete Journal Focus for Class #15 (“Identify an issue at St. Ed’s…”)
• Consider questions to ask guest speaker Amber Fogarty in Class #16, March 10
• READ: Centered Leadership: How Talented Women Thrive (See Course Blackboard)

GUEST SPEAKER: Amber Fogarty
Assignment for Class #17, Tuesday, March 22 (after Spring Break)
• READ: Situational Approaches – Global Leadership – Classics Chapter 30 and “When
Ethics Travel (See Course Blackboard)
SPRING BREAK: NO CLASSES ON MARCH 14 & 17

TOPIC: Global Leadership
• READ: Power & Influence 1: Historical Perspectives and Power Bases – Classics
Chapters 31 and 32
UNIT THREE, Leadership, a Historical Perspective: An exploration of some of the

world’s greatest and most infamous leaders. Investigating some of the ethical and moral
implications of leadership.
“Nearly all men can stand adversity, but if you want to test a man’s character, give him power."
--Abraham Lincoln

TOPICS: Power: Introduction and Historical Contexts
SPECIAL: MONDAY NIGHT MOVIE NIGHT –Watch “Star Wars Episode IV: A New
Hope” either tonight (MONDAY, March 28) at 7:00PM in a room to be scheduled
(popcorn and drinks provided) or on your own. Use the Guide to viewing the film to
answer specific questions and be prepared for a discussion on March 31 with Dr. Hamilton
Beazley

• READ: Power & Influence 2: Power and Empowering – Classics Chapters 34 & 35
• Star Wars Reading Guide for discussion with Guest Speaker
• Reminder: Leadership Communication Analysis due no later than Tuesday, April 26
• COMPLETE Star War’s Reading Guide/Questions

TOPIC: “The Hero’s Journey” – Star Wars as Leadership Lesson
SCHEDULED GUEST SPEAKER: Dr. Hamilton Beazley
IMPORTANT: PLEASE bring your Star War’s Reading Guide to Class
Assignment for Class #21, Tuesday, April 5
• Power & Influence 3: Goodbye Command & Control Classics Chapter 36 and
Leaderless Teams (See Blackboard for WSJ article)
Class #21, Tuesday, April 5

→TURN IN REFLECTIVE JOURNAL
TOPIC: Wrap-Up on Power and Leadership
Assignment for Class #22, Thursday, April 5
• Mission Focused Leadership: Review the St. Edward’s Mission Statement and prepare
questions for Sister Donna Jurick’s visit to our class
• READ: Leadership Effectiveness 1: Conditions and Culture – Classics Chapters 37 &
38
UNIT FOUR: LEADERSHIP AS A LEGACY

Your next step is to finalize your Personal Concept of Leadership and to understand the impact
of your definitions/choices. Developing influential leadership skills and creating a leadership
development plan (“what is my next step?”). How shall I become an effective leader?
It’s amazing how many cares disappear when you decide not to be something, but to be
someone. –Coco Chanel
Class #22, Thursday, April 5

TOPIC: Mission-Focused Leadership and What Leadership Means to Me
SCHEDULED GUEST SPEAKER: Sister Donna Jurick, SND, Ph.D., St. Edward’s University’s
Executive Vice President and Provost
• READ: Enhancing Effectiveness 2: Quality, Exemplary Leadership & Personal Master
– Classics Chapters 39, 40 & 41
TOPIC: Leadership Effectiveness: Mastery Leadership
• Complete Journal Focus for Class #23 (“If you were to reevaluate your capacities…”)
• READ: Enhancing Effectiveness 3: Empowerment, Principles & Organizational
Performance – Classics Chapters 42, 43, & 44

TOPIC: Leadership Effectiveness (Continued): Leading in an Organizational Context
• READ: Enhancing Effectiveness 4: Managing Oneself, Level 5 Leadership & Executing
– Classics Chapters 45, 46, 47
• REMINDER: Finalize Leadership Communication Analysis for submittal April 26
right after Easter Break

TOPIC: Leadership Effectiveness (Continued): From Me to We
• Complete Journal Focus for Class #25 (“Films from class…”) This Journal Focus can
be done in advance if you wish.
• Complete Communications Analysis Assignment
EASTER BREAK: No Class on Thursday, April 21

→TURN IN LEADERSHIP COMMUNICATION ANALYSIS
TOPIC: The Impact of Speech Making – Review Communications Analysis Project
• READ: Enhancing Effectiveness 5: Crucibles & Feedforward – Classics Chapters 48
& 49

TOPIC: Enhancing Effectiveness: Wrap-Up and Conclusions
Assignment for Class #28, Tuesday, May 3
• Complete Journal Focus for Class #27 (“Speaker leadership styles…”)
• Review your About-U Report in preparation for Class #28 (BRING REPORT TO
CLASS ON May 3)
• READ: Authentic leadership, New Manager Development & the Changing Nature
of leadership – Classics Chapter 50 and 2 Articles posted on BB
Class #28, Tuesday, May 3

BRING YOUR ABOUT-U REPORT TO CLASS
TOPIC: Wrap-up on using the About-U powered by the Birkman Method® Report & Other
SM
Assessments
Assignment for Class #29, Thursday, May 5
• Complete Journal Focus for Class #28 (“Reflect back on your goals…”)
• Reminder: Prepare to turn in your About-U and other Inventories Analysis on
• Reminder: Continue Work on Your Final Personal Concept of Leadership Paper
and 5-minute Presentation for Finals Week
Class #29, Thursday, May 5

→TURN IN YOUR ABOUT-U AND OTHER INVENTORIES ANALYSIS
→TURN IN YOUR REFLECTIVE JOURNAL
Topic: Review of Personal Inventories and Career Management
Assignment for Class #30, Tuesday, May 10, 3:45-5:45 (Finals Week)
• COMPLETE your Personal Concept of Leadership Reflection Paper and
Presentation
Class #30, Tuesday, May 10 (Finals Week)

→TURN IN YOUR FINAL PERSONAL CONCEPT OF LEADERSHIP
FINAL: Five Minute class presentations on Your Personal Concept of Leadership
Course evaluation.
CELEBRATION!

Syllabus MGMT-BUSI 3399 SP11

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Professor: Dr. Pauline J. Albert

E-Mail and Blackboard:

In-Classroom Technology Policy:

Initial Lifeline of Leadership (10%)

Leadership Learning Partner Interviews and Reflection Paper (15%)

Leadership Communication Analysis (10%)

About-U and Other Inventories Analysis. (15%)

Grading of Other Written Work

UNIT ONE, Defining Leadership: An introduction to theories, models and concepts of

Class #2: Thursday, January 20

Class #3: Tuesday, January 25

Class #4: Thursday, January 27

Class #6: Thursday, February 3

Class #7: Tuesday, February 8

Class #8: Thursday, February 10

Class #9: Tuesday, February 15

Class #10: Thursday, February 17

Class #11: Tuesday, February 22

Class #12: Thursday, February 24

Class #13, Tuesday, March 1

Class #14, Thursday, March 3

Class #15, Tuesday, March 8

Class #16, Thursday, March 10

SPRING BREAK: NO CLASSES ON MARCH 14 & 17

Class #17, Tuesday, March 22

UNIT THREE, Leadership, a Historical Perspective: An exploration of some of the

Class #18, Thursday, March 24

Assignment for Class #19, Tuesday, March 29

Class #20, Thursday, March 31

Class #21, Tuesday, April 5

UNIT FOUR: LEADERSHIP AS A LEGACY

Class #22, Thursday, April 5

Class #24, Thursday, April 14

Class #25, Tuesday, April 19

EASTER BREAK: No Class on Thursday, April 21

Class #26, Thursday, April 26

Class #27, Tuesday, April 28

Class #28, Tuesday, May 3

Class #29, Thursday, May 5

Class #30, Tuesday, May 10 (Finals Week)

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