course outline: leadership and ethics (gslead)

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HOLY ANGEL UNIVERSITY

SCHOOL OF BUSINESS AND ACCOUNTANCY Graduate School of Business

Master of Business Management

COURSE OUTLINE: LEADERSHIP AND ETHICS (GSLEAD) PROFESSOR: DR. PETER JOSEPH B. NEPOMUCENO Second Trimester, SY 2014-2015

Holy Angel University VMGOs

Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.

Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion.

Core Values: Christ-Centeredness, Integrity, Excellence, Community, and Societal Responsibility Strategic Objectives:

1. Academic Quality and Organizational Excellence 2. Authentic Instrument for Countryside Development 3. Great University to Work for

4. Faithful Catholic Education Graduate School of Business VMGOs Vision Statement

A premiere graduate business education in the Asia-Pacific Region dedicated to helping professional, entrepreneurs and public servants become competent and socially responsible leaders and to contribute to countryside development.

Mission

To provide advanced and high quality business education in the field of management, accountancy, entrepreneurship, public governance and hospitality to professionals and leaders through a wide range of relevant, educational experience.

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Goal

To provide our sincerest service to our graduate students as we are committed to the shared ideals of integrity, excellence, community service and societal responsibility.

GSB Strategic Objectives

1. To offer programs which are more relevant and responsive to the shifting needs of the real world.

2. To promote practitioner-research oriented that will allow us to participate in the furtherance of knowledge and elevate our GSB programs to higher level of excellence.

3. To forge and maintain strategic functional linkages and/or partnership with academic institutions, relevant organizations, national government agencies and local government units for knowledge transfer, sharing of resources and advocacy training for public service.

4. To act as reputable workplace preferred by faculty members who are experts in their corresponding fields and proficient in interdisciplinary and multi-disciplinary approaches in teaching.

5. To foster culture that promotes integrity, innovation, and the highest ethical standards in the Catholic context.

MBM Program Educational Objectives

1. Students will be able to apply quantitative and qualitative research in the solution of business problem.

2. Students will be able to integrate interdisciplinary and multidisciplinary perspectives in approaching management problems, issues and concerns.

3. Students will be able to apply business analytical tools in solving problems arising in corporate finance and management.

4. Students will be able to distinguish the strategic dimensions of total quality management in the manufacturing, service and other industry related businesses.

5. Students will be able to judge whether business practices conform to the ethical standards in business.

HAU Strategic Objectives GSB Strategic Objectives MBM

Program Educational Objectives

Institutional Students’

Learning Outcomes 1. Academic Quality and

Organizational Excellence

1. To offer programs that are more relevant and responsive to the shifting needs of the real world.

#1, #2, #3 and #4  Civic and Global Learning

 Applied and Collaborative Learning

 Critical and Creative Thinking

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2. Authentic Instrument for

Countryside Development 2. To promote practitioner- research oriented that will allow us to participate in the furtherance of knowledge and elevate our GSB programs to higher level of excellence.

 Critical and Creative Thinking

3. To forge and maintain strategic functional linkages and/or partnership with academic institutions, relevant organizations, national government agencies and local government units for knowledge transfer, sharing of resources and advocacy training for public service.

 Communication and Interpersonal Skills

3. Great University to Work For

4. To act as reputable workplace preferred by faculty members who are experts in their corresponding fields and proficient in interdisciplinary and multi-disciplinary approaches in teaching.

#5  Communication and

Interpersonal Skills

 Valuing and Ethical Reasoning

4. Faithful Catholic Education 5. To foster culture that promotes integrity, innovation, and the highest ethical standards in the Catholic context.

#5  Valuing and Ethical

Reasoning

 Communication and Interpersonal Skills

Course Learning Outcomes

At the end of the term, the students must be able to:

1. To assimilate clear distinction between leadership and management.

2. To review popular theories and principles of leadership and management by providing an opportunity to apply them to work situations.

3. To develop in the business manager and leader a profound perspective on current trends through timely case studies.

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4. To have a clear sense of the purpose of leadership, the ethical dimensions of leadership, and the relationship between leaders and followers in a free society.

5. To be able to use multiple leadership concepts to understand leadership situations and enhance effectiveness in the leadership process.

6. To understand the impact of individual differences and different situations on the practice of leadership.

7. To understand current strengths and weaknesses as a leader and as a follower, and develop one’s own personal approach to the practice of leadership.

8. To enhance the students ability to think critically, to make an analysis of complex and diverse concepts, and to use one’s reasoning, judgment and imagination to create new possibilities in leadership situations.

9. To inculcate the true essence of effective leadership in these changing times thereby creating personal theories and principles that would define their strength of character as leaders and managers in the local and global setting.

10. To develop the natural leadership skills they already possess and practice them more effectively in complex organizational situations.

Course Description

This course covers the theories, philosophies, and concepts of ethical leadership through the examination of the different dimensions of leadership styles, and the leader-follower relationship. It is in the intent of this course that the students will learn new ideas about leadership, strengthen important leadership skills, and discover their hidden potential for leadership and that they learn the value of communication and its importance in the complicated interaction between leaders and followers.

No. of units 3 units

Required Textbook Northhouse, P.G (2013). Leadership: Theory and Practice. Sixth Edition. Michigan: Sage Publications, Inc. Other Resources/References

Armstrong, M. (2009). Armstrong’s Handbook of Management and Leadership: A Guide To Managing For Results 2nd Edition. London: Kogan Page Limited, Inc.

Goethals G., Sorenson G. and Burns J.M. (eds) (2001). Encyclopedia of Leadership California: Sage Publications, Inc.

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Glenn R. and Guerrero L. (2011).Cases in Leadership, 2nd ed. Michigan: Sage Publications, Inc.

Hughes, R., Ginnett, R. and Curphy, G. (2012). Leadership: Enhancing the Lessons of Experience. New York, USA: McGraw-Hill/Irwin.

Ladkin D. (2010).Rethinking Leadership: A New Look at Old Leadership Questions. Massachusetts, USA: Edward Elgar Publishing, Inc.

Robert N. Lussier, Ph.D.and Christopher F. Achua, D.B.A. (2010).Leadership: Theory, Application, & Skill Development, 4th Edition. Ohio, USA: South-Western Cengage Learning.

Winkler, I.(2010). Contemporary Leadership Theories: Enhancing the Understanding of the Complexity, Subjectivity and Dynamic of Leadership. Sønderborg, Denmark: Physica-Verlag.

Requirements

A variety of instructional methods will be utilized to provide meaningful learning experiences, including group problem-solving activities, self-assessments, independent research, and case studies. Lectures, experiential exercises, role plays, videos, power- point presentations, individual and/or group reporting, instrumentation and guest lecturers (if any) will comprise the delivery format for the course. It is vital that support materialsare read prior to class and that youactively participate in class discussion, activities, and case studies.

Coursereadings, discussions, reportsandpersonal insights/reflections is significant in the learning processes for the course.

Therefore, it is imperative that you use your voice to share your perspectives, experiences, and concerns.It is important to note that some topics might be emotional, uncomfortable, and personal. Although, the process may be difficult at times, it should be productive.The lectures are designed to supplement and go beyond the extra readings. I will be glad to answer questions about the readings, but expect my lectures to extend, provide insight and describe actual examples of the application of concepts covered in the readings and lectures.

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Also, we will be flexible in this course.Although I intend to follow the structure of the syllabus and course outline, there may be changes and adjustments in order to conduct deeper explorations of pertinent topics, accommodate the schedules of speakers, extending class presentations if deemed necessary, the access of videos and other equipment and so forth.

Course Content

Session Topic Methodology Student Output Evaluation of

Learning Assessment

1 1. Introduction

Leadership Defined Ways of Conceptualizing Leadership

Definition and Components Leadership Described Trait Versus Process Leadership

Assigned Versus Emergent Leadership

Leadership and Power Leadership and Coercion Leadership and Management 2. Trait Approach

Description Intelligence Self-Confidence Determination Integrity Sociability

Five-Factor Personality Model and Leadership Emotional Intelligence How Does the Trait Approach Work?

Strengths Criticisms Application

Oral Presentation

Discussion of Leadership and Management

Theories

Individual Profile Team Organized Rules of Engagement

Written reports and presentation.

Graded recitation.

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3. Skills Approach Description

Three-Skill Approach Skills Model

How Does the Skills Approach Work?

Strengths Criticisms Application 4. Style Approach Description

The Ohio State Studies The University of Michigan Studies

Blake and Mouton’s

Managerial (Leadership) Grid Paternalism/Maternalism Opportunism

How Does the Style Approach Work?

5. Situational Approach Description

Leadership Styles Development Levels How Does the Situational Approach Work?

2 6. Contingency Theory

Description Leadership Styles

Oral Presentation

Theories

Individual Profile Team Organized

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Situational Variables

How Does Contingency Theory Work?

7. Path–Goal Theory Description

Leader Behaviors

Subordinate Characteristics Task Characteristics

How Does Path–Goal Theory Work?

8. Leader–Member

Exchange Theory Description Early Studies Later Studies Leadership Making

How Does LMX Theory Work?

Rules of Engagement Graded recitation.

3 9. Transformational

Leadership Description

Transformational Leadership Defined

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Transformational Leadership and Charisma

A Model of Transformational Leadership

Other Transformational Perspectives

How Does the

Transformational Approach Work?

10. Servant Leadership Description

Servant Leadership Defined Historical Basis of Servant Leadership

Ten Characteristics of a Servant Leader

Building a Theory About Servant Leadership

Model of Servant Leadership Antecedent Conditions Servant Leader Behaviors Outcomes

Summary of the Model of Servant Leadership

How Does Servant

Leadership Work?

11. Authentic Leadership Description

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Authentic Leadership Defined

Approaches to Authentic Leadership

How Does Authentic Leadership Theory Work?

4 12. Team Leadership

Description

Team Leadership Model How Does the Team Leadership Model Work?

13. Psychodynamic

Approach Description

Eric Berne and Transactional Analysis

Sigmund Freud and Personality Types

Social Character and a Shift in Leadership Perspective Carl Jung and Personality Types

Types and Leadership

How Does the

Psychodynamic Approach Work?

Strengths Criticisms

Oral Presentation

Theories

Graded recitation.

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14. Women and Leadership Description

Gender, Leadership Styles,

and Leadership

Effectiveness

The Glass Ceiling Turned Labyrinth

5 15. Culture and Leadership

Description Culture Defined Related Concepts Dimensions of Culture Clusters of World Cultures Characteristics of Clusters Leadership Behavior and Culture Clusters

Universally Desirable and Undesirable Leadership Attributes

16. Leadership Ethics Description

Ethics Defined Ethical Theories

Centrality of Ethics to Leadership

Heifetz’s Perspective on Ethical Leadership

Burns’s Perspective on

Oral Presentation

Theories

Graded recitation.

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Ethical Leadership

Principles of Ethical Leadership

Expectations from Students

Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course requirements are the bases for passing or failing in each course, subject to the rules of the University.

The students are expected to take all examinations on the date scheduled, read the assigned topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and participate actively in the discussions.

Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of submission is approved for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Likewise, special major examination is given to students with the same reasons above. Attendance shall be checked every meeting. Students shall be expected to be punctual in their classes. And observance of classroom decorum is hereby required as prescribed by student’s handbook.

Academic Dishonesty

It is the mission of the University to train its students in the highest levels of professionalism and integrity. In support of this, academic integrity is highly valued and violations are considered serious offenses. Examples of violations of academic integrity include, but are not limited to, the following:

1.Plagiarism – using ideas, data or language of another without specific or proper acknowledgment. Example: Copying text from the Web site without quoting or properly citing the page URL, using crib sheet during examination. For a clear description of what constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing Tutorial Services web site at Indiana University using the following link: http://www.indiana.edu/~wts/pamhlets.shtml. For citation styles, students may refer to http://www.uwsp.edu/psych/apa4b.htm.

2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat sheet in a quiz or exam, altering a grade exam and resubmitting it for a better grade.

3. Fabrication – submitting contrived or improperly altered information in any academic requirements. Examples: making up data for a research project, changing data to bias its interpretation, citing nonexistent articles, contriving sources.

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(Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the University of Pennsylvania at http://www.vpul.upenn.edu/osl/acadint.html).

Policy on Absences

1. A student who incurs two (2) absences in any subject shall be given a mark of “FA” as his final rating for the trimester, regardless of his performance in the class.

2. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.

Grading System (Campus ++): Grading System. Student Catalogue (2011), Graduate School, Holy Angel University)

Grades Percentage Grade General Classification

1.0 97 – above Outstanding

1.25 94 – 96 Excellent

1.50 91 – 93 Superior

1.75 88 – 90 Very Good

2.00 85 – 87 Good

5.00 Below 85 Failed

6.00 FA Failure Due to Absences

8.00 UW Unauthorized Withdrawal

9.00 DRP Dropped with Permission

Assessment Criteria for Written examination

Grades Percentage Grade General Classification

1.0 97 – above Outstanding

1.25 94 – 96 Excellent

1.50 91 – 93 Superior

1.75 88 – 90 Very Good

2.00 85 – 87 Good