PDF HOLY ANGEL UNIVERSITY SCHOOL OF BUSINESS AND ACCOUNTANCY Graduate ... - HAU

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SYLLABUS | LEADERSHIP (DBMLEAD) | Dr. PJ Nepomuceno 1 | P a g e

HOLY ANGEL UNIVERSITY

SCHOOL OF BUSINESS AND ACCOUNTANCY Graduate School of Business

COURSE OUTLINE: LEADERSHIP (DBMLEAD)

PROFESSOR: PETER JOSEPH NEPOMUCENO, PhD, EdD Second Trimester, SY 2016-2017

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 that 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.

DBM Program Educational Objectives

1. Students will be able to produce business research using multivariate analytical tools.

2. Students will be able to integrate the emerging topics and issues of organization in the global context.

3. Students will be able to solve problems arising from corporate finance using business analytical tools.

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

HAU Strategic Objectives

GSB Strategic Objectives DBM

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.

#2 and #3  Civic and Global Learning

 Applied and Collaborative Learning

 Critical and Creative Thinking

2. Authentic

Instrument for Countryside

2. To promote practitioner- research oriented that will allow us to participate in the

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

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Development 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.

#2  Civic and Global Learning

 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.

#4  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.

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

 Communication and Interpersonal Skills Valuing and Ethical Reasoning

 Communication and Interpersonal Skills

Course Learning Outcomes

At the end of the course, the student should be able to

1. explain the development of leadership and management theories.

2. recognize the difference and relationship between Leadership and management.

3. demonstrate leadership skills and competencies as they explore possible solutions to situational problems presented in the case studies.

4. describe the components of business leadership and management in times of change.

5. analyze real work/life situations presented through case studies and utilize concepts, theories and principles.

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6. formulate and understand their own mindscape as leaders by adopting their personal theories and principles of effective leadership which will serve as their guide in the performance of their duty as leaders.

7. explain the importance of the ethical dimensions in leadership as an important component of being a true leader.

Course Description

This course introduces the students to the fundamental principles of leadership, ethics, and critical thinking that should establish the foundation of their subsequent program, academic and personal development. The purpose of this course is for the students to acquire knowledge about leadership so they can lead and follow more effectively and ethically. It 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 ther are to learn the value of good followership and its importance in the complicated interaction between leaders and followers.

The course integrates case studies and other methods of instruction that facilitate in-depth analysis of complex issues related to leadership in organizations. This will enable students to expand their thinking outside the present concepts and explore the arena of leadership as it will impact and apply in the future to the individual, the group, the organization and industry. It also explores the avenue of providing students with practical tools and strategies necessary for survival in today’s dynamic environment.

Moreover, in this course, the students will learn about ethical leadership of which they will acquire greater sensitivity to the ethical dimensions of leadership. Learning to recognize the importance of questions of purpose and to understand leadership as a form of service to others is an important insight and a balance to one’s personal ambitions. With this, it is the hope in this course that students learn how to recognize bad leaders and what to do, or not to do, as an exemplary follower.

The course will examine the ethics of what leaders are, what they do, and how they do it. Students will assess the public and private morality of leaders, the moral obligations of leaders and followers, the ways in which leaders shape the moral environment of institutions, and the temptations of power. There will be an examination ethical issues related to leadership though case studies concerning leaders in a variety of contexts and cultures. The course looks at how leaders convey values through actions, language, and as role models. It aims to expand students’ moral point of view by first considering personal ethics, then moving on to look at leadership and the common good, and finishing with an examination of ethics in a global community.

No. of units 3 units

Main Textbook Northhouse, P.G (2013). Leadership: Theory and Practice. Sixth Edition. Michigan: Sage Publications, Inc.

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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.

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 1. Papers

Final Paper – As a course requirement, the students are to submit an analysis of the leadership styles and management of their own organization/institution. This paper would include a critical assessment and analysis of leadership style, traits and competencies of the “leaders” of their respective organizations/institution. Moreover they are to give their own critical evaluation and reflection on the said leadership style emphasizing critical points for which students think needs proper attention and improvement. DUE: September 3, 2016

2. Group Reporting

Students will be paired and will be assigned a chapter topic regarding leadership theory. They are to present the topic in ways they deemed appropriate i.e. PowerPoint presentation, video, slides etc. In addition with the content of the chapter, the reporters with give at least two (2) examples of a personality/leader which embodies the said leadership theory. The class report should not exceed more than 60 minutes. They will present a background of the personality, the leadership style and elements that would exemplify the said leadership theory. The reporters should also include an in- depth ethical analysis of the said leadership style.

3. Seatworks (Leadership Assessment and Cases Studies)

Seatwork or class activities will include assessing leadership styles through assessment tools given either beforehand to you via email or presented in the class. Case studies will be presented as well for class analysis and discussions.

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4. Oral Examinations

Course Content

Time Frame

Learning

Competencies Content / Topics/ Inputs Methodology Student Output Evaluation of Learning Assessment Me

etin g 1 August

13, 2016

1. Define the concept of Leadership.

2. Describe the different factors in leadership.

3. Explain how process in leadership

4. Explain how the nature of leadership varies at different organizational levels 5. Define their own

leadership skills you need to be an effective leader 6. Understand the

principles that will help your leadership skills.

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

Interactive Discussion Students to assess their leadership styles/skills.

Students to answer short cases about leadership styles.

Students to analyse and criticize leadership theories and styles.

Class Discussion Written assessment of one’s leadership style.

Written Case Study and Case

Presentation

Students to answer correctly during discussion

Students to report the result of their individual leadership assessment.

Students to present their analysis of the case studies and discuss in class the analysis made.

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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 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

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(Leadership) Grid

Paternalism/Mater nalism

Opportunism How Does the Style

Approach Work?

Strengths Criticisms Application 5. Situational Approach

Description

Leadership Styles Development

Levels

How Does the

Situational Approach Work?

Strengths Criticisms Application Me

etin g 2 Augus

t 20, 2016

1. Understand three more Leadership Theory

3. Describe these theories and apply it to their own

leadership and management skills.

4. Define the

importance of each theory and its application in the different leadership and managerial approached.

6. Contingency Theory Description

Leadership Styles Situational Variables

How Does Contingency Theory Work?

Strengths Criticisms Application

7. Path–Goal Theory Description

Leader Behaviors

Subordinate Characteristics Task Characteristics

How Does Path–Goal Theory

Interactive Discussion Students to answer review questions

Students analyse and discuss case studies presented in class.

Students to analyse and criticize leadership

Class Participation and discussion Student reports on World Leaders, discussing their leadership styles and characteristics Written Case Study and Case

Presentation

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5. Understand how the principles behind these different theories and able to use them in a more relevant and practical way.

Work?

8. Leader–Member Exchange Theory

Description Early Studies Later Studies Leadership Making

How Does LMX Theory Work?

theories and styles.

Me etin g 3 Augus

t 27, 2016

1. Understand three more Leadership Theory

3. Describe these theories and apply it to their own

leadership and management skills.

4. Define the

importance of each theory and its application in the different leadership and managerial approached.

5. Understand how the principles behind these different theories and able to use them in a more relevant and

9. Transformational Leadership

Description

Transformational Leadership Defined

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

Students to analyse and criticize leadership theories and styles.

Students to discuss examples of famous or notorious world leaders and their leadership styles.

Presentation

Class Participation and discussion

Students to report the result

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practical way. 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

Authentic Leadership Defined Approaches to Authentic

Leadership

How Does Authentic Leadership Theory Work?

Students to answer concluding case.

Student reports on World Leaders, discussing their leadership styles and characteristics Written Case Study and Case

Presentation

of their individual leadership assessment.

Meetin g 4 Septe mber 3, 2016

1. Understand last two of the Leadership Theory

2. Describe these theories and apply it to their own leadership and

management skills.

3. Define the importance of each theory

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

Students to analyse and

Presentation

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and its application in the different leadership and managerial approached.

4. Understand how the principles behind these different theories and able to use them in a more relevant and practical way.

5. Describe and appreciate the role of

Leadership and Gender.

6. Explain the role of women in the

Leadership and managerial world.

Leadership Perspective Carl Jung and Personality Types Types and Leadership

How Does the Psychodynamic Approach Work?

Strengths Criticisms

14. Women and Leadership Description

Gender, Leadership Styles, and Leadership Effectiveness The Glass Ceiling Turned

Labyrinth Strengths Criticisms Application

criticize leadership theories and styles.

Students to discuss examples of famous or notorious world leaders and their leadership styles.

Discuss the Leadership styles of Famous and Successful Women.

Me etin g 5 Septe

mber 10,

1. Explain the role of culture and its influence in the different

leadership styles.

2. Understands the

15. Culture and Leadership Description

Culture Defined Related Concepts Dimensions of Culture Clusters of World Cultures Characteristics of Clusters

Interactive classroom discussion based on assigned topic.

Students give examples of Cultural concepts on Leadership.

Class Participation and discussion

Written Case Study and Case

Presentation

Students to present their

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2016 cultural concepts that influence leadership styles.

3. Appreciate one’s culture in adopting or honing one’s leadership style.

4. Understand the Ethical

Framework in leadership 5. Describe the

different Ethical theories in leadership 6. Understands the

being a leader is also being ethical.

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 Ethical Leadership

Principles of Ethical Leadership Strengths

Criticisms Application

Interactive Discussion Students to answer review questions Students analyse and discuss case studies presented in class.

analysis of the case studies and discuss in class the analysis made.

FINAL EXAMINATION

Notes for the Students

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, powerpoint 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 material is read prior to class and that you actively participate in class discussion, activities, and case studies.

Course readings, discussions, reports and personal 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

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expect my lectures to extend, provide insight and describe actual examples of the application of concepts covered in the readings and lectures.

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.

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

5.00 Below 88 Failed

6.00 FA Failure Due to Absences

8.00 UW Unauthorized Withdrawal

9.00 DRP Dropped with Permission

Assessment tasks

1. Class Standing (70%)

 Seat works, group activities and Case studies

 Final Papers

 Individual/Group Reporting 2. Oral Written Exams (30%)

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