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Analyze the curriculum plan and schedule for a leadership course, focusing on how the sequence of readings, assignments, and team activities are designed to develop students' understanding and practical skills in leadership. Discuss the pedagogical purpose of integrating diverse reading materials, individual and team projects, and self-evaluation components. Consider how the progression from foundational concepts to advanced leadership models supports student learning outcomes and prepares students for leadership roles in complex organizational contexts.

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The curriculum schedule outlined presents a comprehensive approach to teaching leadership by combining theoretical knowledge with practical application. The structured sequence of readings, assignments, team activities, and self-assessments is carefully orchestrated to foster both cognitive understanding and experiential learning. This pedagogical strategy aims to cultivate leadership competencies that are transferable across various organizational settings, equipping students with the necessary skills and insights to navigate complex leadership challenges.

The initial phases of the course focus on establishing foundational concepts in leadership, beginning with introductory topics and subsequent readings from Nahavandi and Collins & Porras. These texts set the stage for understanding leadership definitions, significance, and the formulation of ambitious goals like BHAGs (Big Hairy Audacious Goals). The early emphasis on team formation and introducing leadership principles allows students to engage actively, fostering a sense of ownership and collaboration from the outset. Assignments such as team presentations and individual decision-making tasks encourage students to critically assess different leadership approaches, including traditional and BHAG strategies.

As the course progresses, the curriculum integrates more complex theories such as modern leadership frameworks, individual differences, and leadership traits. The inclusion of Lewin's group decision theories and authoritative models like those discussed by Nahavandi provides students with diverse perspectives on leadership's multifaceted nature. The mid-section involves substantial activities, including self-evaluations, presentations, and force-field analyses, which serve to deepen students’ reflective understanding and analytical skills. These components are crucial for fostering self-awareness and strategic thinking, vital for effective leadership practice.

The curriculum also emphasizes ethical considerations and integrity in leadership. The Honesty Paper and discussions on issues like the Bathsheba Syndrome serve to instill a moral dimension in leadership understanding. These elements prepare students to confront real-world dilemmas where ethical decision-making is paramount. By analyzing leadership perspectives, power dynamics, and participative management, students gain insights into various leadership styles and their suitability for different organizational contexts.

Practical leadership skills are further developed through the analysis of historical and contemporary leadership models, exemplified by the case studies on Dean Smith and Branch Rickey. These presentations allow students to connect theory with practice, observing how principles are applied in real-world scenarios. The culminating activities, including great leader presentations and leadership development exercises, facilitate active peer learning and assessment, reinforcing key concepts learned throughout the course.

In conclusion, the curriculum’s thoughtful integration of readings, team projects, individual reflection, and case analyses fosters a holistic learning experience. This approach aligns with best practices in leadership education, emphasizing experiential learning, critical thinking, ethical reasoning, and strategic management. By progressing from foundational theories to advanced leadership models, the course aims to develop well-rounded leaders capable of addressing organizational challenges ethically and effectively.

References

• Northouse, P. G. (2018). Leadership: Theory and Practice. Sage Publications.
• Colvin, G. (2008). Talent is Overrated: What Really Separates World-Class Performers. Penguin.
• Nahavandi, A. (2015). Leadership: Theories, Applications, and Development. Sage Publications.
• Schein, E. H. (2010). Organizational Culture and Leadership. Jossey-Bass.
• Sims, R. R., & Ylimaki, R. (2020). Ethical Leadership in Education. Routledge.
• Lewin, K. (1947). Frontiers in Group Dynamics: Concept, Method and Reality in Social Science; Social Equilibria and Social Change. Human Relations, 1(1), 5-41.
• Collins, J. C., & Porras, J. I. (2002). Built to Last: Successful Habits of Visionary Companies. Harper Business.
• Humes, J. C. (2001). Speak Like Churchill, Stand Like Lincoln: 21 Powerful Secrets of History's Greatest Speakers. St. Martin's Press.
• Phillips, D. P. (2004). Lincoln on Leadership: Executive Strategies for Tough Times. Warner Books.
• Austin, R. D. (2001). The Boston Red Sox: An American Dynasty. Harvard Business Review.