Msgn 497: Special Studies In Leadership And Small Group Dyna

Msgn 497special Studies In Leadership And Small Group Dynamicssyllabus

MSGN 497 Special Studies in Leadership and Small Group Dynamics SYLLABUS: Spring 2010 Instructor: Marie Hornickel Associate Director of Student Activities [email protected] Office Hours: Monday- Wednesday, Friday, 8:30am-4:30pm Student Activities Office, Student Center Scheduled appointments are appreciated. Class Time & Location: Thursdays, 2:00-4:00pm, Student Center (rooms listed on schedule) Course Learning Objectives Upon completion of this course, students should be able to: • Develop a clear sense of the definition and purpose of leadership. • Be able to utilize multiple leadership concepts to understand leadership situations and be an effective leader. • Understand the impact of individual differences on the practice of leadership. • Understand personal strengths and weaknesses as a leader and follower. • Develop the skills needed to be an effective leader and to form one’s own personal leadership style.

Course Expectations This class is designed to be an interactive exploration of personal leadership development. Active learning on the part of each individual is an essential component of this valuable experience. Active learning involves more than just attending class and completing course assignments--it requires that you engage in the critical reflection of readings and class discussions, question unclear concepts and ideas, formulate individual perspectives on the issues raised in the course, and actively participate in the exchange of ideas with peers. Your contributions to this process include: • Arriving to class on time with class materials • Reading and reflecting on assignments prior to class • Actively participating in class discussions and activities (this includes both sharing ideas and actively listening to the views of others); • Completing all assignments by designated due dates The instructors’ contributions to this process will be: • Being approachable and available to students • Facilitating the development of an open, flexible, and collaborative learning community • Being on time and prepared for class meetings • Providing clear and constructive feedback MSGN 497 Special Studies in Leadership and Small Group Dynamics Syllabus continued Grades will be based on the following: Attendance & Class Participation (40%) Attendance and active class participation are major factors of your overall grade. Each student is allotted one absence, without hurting the overall course grade. Additional absences will lower the overall course grade by one letter. If you need to miss class because of school business, please let the instructor know in advance. Because this is a discussion-based class, your participation in discussions is critical and will be reflected in your grade. Each week after class there will be a case study or reading posted to Blackboard. It is your responsibility to read the posting prior to the beginning of the next class at which point the reading will be discussed. Your involvement in each discussion of the reading will be reflected in your class participation grade. Journal (25%) You are expected to keep a weekly journal to document the journal question(s) provided to you at the end of each class. Journal entries need to be at least one page in length (double spaced, 12 point font) and should be posted to Blackboard no later than the start of the next class. Don’t forget to spellcheck! Class Project (20%) The class will be responsible for a campus-wide philanthropy project to be explained in the beginning of the semester. As a class, decisions will need to be made and each class member will be assigned specific responsibilities to complete throughout the planning and implementation of the project. Grades will be assessed based on how well you fulfill your responsibilities in your designated leadership role and how well you work with the team. Leadership Reading and Presentation (15%) • Leadership Reading: Read one of the books listed below or select another non-fiction leadership book (i.e. books on a leader of your choice, leadership theories, leadership practices, etc.). “Who Moved My Cheese” by Spencer Johnson “The 7 Habits of Highly Effective People” by Stephen Covey “The Four Agreements” by Don Miguel Ruiz “The One Minute Manager” by Kenneth Blanchard & Spencer Johnson “Tuesdays with Morrie” by Mitch Albom “The Fred Factor” by Mark Sanborn “The Last Lecture” by Randy Pausch • Presentation: Provide a 10 minute Powerpoint presentation to the rest of the class. Include what the book was about, what you learned from it, and how it will affect your leadership style. Class presentations will occur on April 29th and May 6th. Grading: Attendance & Class Participation 120 points A = points Journal 75 points B = points Class Project 60 points C = points Presentation 45 points D = points TOTAL: 300 points F = 0-179 points MSGN 497 Special Studies in Leadership and Small Group Dynamics COURSE SCHEDULE Date Class Topic Room January 14 Course Overview, Introduction to Leadership SC 236 January 21 Leadership Styles Ballroom C Class Project January 28 Interacting in Teams & Groups Ballroom C February 4 Teambuilding, Planning Meetings and Events Ballroom C February 11 Understanding Yourself Ballroom C February 18 Setting Goals & Expectations, Motivation Ballroom C February 25 Ethical Decision Making Ballroom C March 4 Communication/Delegation Ballroom C March 11 Conflict Management/Confrontation Ballroom C March 18 NO CLASS: Spring Break March 25 Leading Inclusive Organizations (Part 1) SC 236 April 1 Leading Inclusive Organizations (Part 2) Ballroom C April 8 NO CLASS: E-days April 15 Mentoring Ballroom C April 22 Renewal of Self SC 236 April 29 Presentations Ballroom E May 6 Presentations, Celebration SC 236 Course content derived from various sources including but not limited to: Komives, S.R., Lucas, N., & McMahon, T. (2007). Exploring Leadership: For College Students Who Want to Make a Difference (2nd edition). San Francisco: Jossey-Bass. Owen, J.O., Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Instructor’s Guide for Exploring Leadership: For College Students Who Want to Make a Difference (2nd edition). San Francisco: Jossey-Bass. Building a Foundation Developing the Skills Moving Forward

Paper For Above instruction

Leadership is an essential aspect of personal and organizational success, and understanding its principles can significantly enhance one's ability to influence and inspire others. The course "Special Studies in Leadership and Small Group Dynamics" aims to foster a comprehensive understanding of leadership, emphasizing both theoretical knowledge and practical application. This paper explores key themes from the course, including the definition of leadership, various leadership styles, the importance of self-awareness, ethical decision-making, communication, conflict management, inclusive leadership, mentoring, and personal development.

Understanding leadership begins with defining its core purpose. Leadership involves guiding individuals or groups towards achieving common goals, often requiring influence, motivation, and strategic vision (Northouse, 2018). The course emphasizes that leadership is not solely determined by position but is demonstrated through behaviors, skills, and interpersonal dynamics. Developing a clear sense of personal leadership involves recognizing individual strengths and weaknesses, which can vary widely among people. Self-awareness is a critical component, enabling leaders to understand their motivations, biases, and areas for growth (Goleman, 2013). The ability to assess oneself accurately allows leaders to adapt their style to different situations and followers effectively.

The course explores various leadership styles, including transformational, transactional, servant, and situational leadership. Transformational leadership focuses on inspiring followers through vision and motivation, promoting change and innovation (Bass & Avolio, 1994). Transactional leadership emphasizes structured tasks and rewards, suitable for routine operations. Servant leadership prioritizes the needs of others, fostering trust and community (Greenleaf, 1977). Situational leadership advocates adaptability, suggesting leaders adjust their approach based on the readiness and competence level of followers (Hersey & Blanchard, 1988). Understanding these styles equips students to apply the most effective approach depending on context and individuals involved.

Ethical decision-making is a vital aspect of effective leadership. Leaders often face dilemmas that require balancing organizational goals with moral principles. The course highlights frameworks for ethical reasoning, emphasizing integrity, honesty, and fairness (Kidder, 2005). Ethical leadership fosters a culture of trust and respect, which is essential for sustainable organizational success. Moreover, the course underscores the importance of clear communication and delegation skills, which facilitate team coordination and accountability. Effective communication not only involves conveying ideas but also active listening, understanding different perspectives, and providing constructive feedback (Hackman & Johnson, 2013).

Conflict and confrontation are inevitable in group settings; thus, mastering conflict management is crucial. The course covers strategies for resolving disputes constructively, emphasizing the importance of empathy, negotiation, and maintaining relationships (De Dreu & Gelfand, 2008). Leaders must be adept at recognizing conflicts early and addressing them in a manner that promotes growth and understanding rather than division.

Inclusive leadership and mentoring are also key themes. Leading inclusive organizations involves valuing diversity and creating environments where all members feel valued and empowered (Roberson, 2006). The course discusses strategies for fostering inclusion and addressing bias. Mentoring, in turn, plays a vital role in developing future leaders by providing guidance, support, and opportunities for growth (Allen et al., 2004). These practices contribute to the overall development of a resilient and adaptive leadership environment.

Personal development remains at the forefront throughout the course. Reflection journals encourage students to critically analyze their experiences and growth as leaders. This process promotes continuous learning and self-improvement. The capstone project, a campus-wide philanthropy effort, exemplifies applied leadership, requiring teamwork, planning, and execution skills. Such initiatives demonstrate the real-world impact of effective leadership strategies.

Ultimately, this course prepares students to become thoughtful, ethical, and adaptable leaders. By understanding various leadership models, developing self-awareness, practicing ethical decision-making, and honing communication skills, students build a strong foundation for leadership that can translate across diverse settings. The integration of theory and practice encourages active engagement and continuous personal growth, essential for navigating the complexities of leadership in today’s dynamic environment.

References

• Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage.
• De Dreu, C. K., & Gelfand, M. J. (2008). The psychology of conflict: From escalation to resolution. Psychological Review, 115(1), 3–32.
• Goleman, D. (2013). Emotional intelligence: Why it can matter more than IQ. Bantam.
• Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Paulist Press.
• Hersey, P., & Blanchard, K. H. (1988). Management of organizational behavior: Utilizing human resources. Prentice Hall.
• Kidder, R. M. (2005). How good people make tough choices: Resolving the dilemmas of ethical living. HarperOne.
• Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.
• Roberson, Q. M. (2006). Disentangling links between diversity and organizational performance. Group & Organization Management, 31(5), 632–658.
• Hackman, M. Z., & Johnson, C. E. (2013). Leadership: A communication perspective. Waveland Press.
• Owen, J. O., Komives, S. R., Lucas, N., & McMahon, T. (2007). Instructor’s guide for exploring leadership: For college students who want to make a difference (2nd ed.). Jossey-Bass.