Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
P.AD. 5006/7006 ∆ Spring 2008 LEADERSHIP AND PROFESSIONAL ETHICS Tuesdays 4-6:45 / Plaza Building M204 Professor Wallis (303) 315-2829; [email protected] Office hours: Mondays & Thursdays 11:30-1, Tuesdays 2-4 / other times by appointment Ethics in public administration typically is taught without direct reference to leadership theory. Similarly, courses in leadership focus on the tasks and characteristics of leaders, but often ignore the ethical framework within which leadership is practiced. Combining leadership and ethics requires that we evaluate the actions of leaders in terms of whether they serve a larger public purpose and, more broadly, how their actions comport with the values of their followers and of society. From this perspective, we will consider questions about means versus ends. If a leader’s actions are devious but the ends achieved are noble, should the leader be condemned or praised? Similarly, if the personal life of a leader is disreputable, should the acts of that leader be held suspect or should public actions be judged independent of private behavior? What is the role of a leader when neither means nor ends are clear? In this course we will examine the idea of leadership broadly so as to include elected leaders as well as managers who are appointed or rise up through the ranks. We will also consider the leader-follower relationship, specifically in terms of the question of whether there are circumstances in which a “follower” must disobey the leader in order to satisfy a larger social obligation. Course Readings There are three assigned textbooks for this course. Each of these books employs case method. If you are not familiar with teaching through the case method, please be aware that you need to read cases carefully and be prepared to assume the role of any one of the principal characters in the case. 1. Leadership Without Easy Answers, Ronald Heifetz 2. How Good People Make Tough Choices, Rushworth Kidder 3. Shackleton’sWay, Morrell & Chapell There will also be a few case studies that you can download from the Xanedu website. Instructions for downloading are found at the end of this syllabus. 1 Grading Ethical challenges do not admit to easy answers, so the material of this course should produce lively debate. Your active participation in class is both required and essential. As part of your participation, I encourage you to bring in newspaper and magazine clippings that raise issues of ethics and leadership. Ten percent of your grade will be based on participation. In addition to class participation, you will be required to complete a research project which is worth 40 percent of your grade. A separate handout describes this assignment. There is a midterm exam worth 20 percent and a final examination worth 30 percent of your grade. Participation Research project Midterm Final 10 40 20 30 Class will begin on time! If you are more than twenty minutes late you are considered absent. More than two absences are grounds for a reduced course grade. More than four absences are grounds for a failing grade. If you must be out for work or a genuine personal emergency please let me know in writing, preferably in advance. Finally, identify at least one other person in class who you can call if you have been absent and need lecture notes. If you are having trouble following the lectures, please feel free to tape them so that you can replay them as needed. Syllabus This course is organized in three parts. In the first part we examine the book Shackleton’s Way to get an understanding of leader/follower relations and a sense of the role that emotional intelligence plays in leadership. In part two we focus of the process of ethical reasoning and developed in How Good People Make Tough Choices. We look specifically at situations where there is a right vs. right conflict. The last part of the course looks at the role of adaptive leadership, guided by the book Leadership Without Easy Answers. NOTE: ASSIGNMENTS ARE LISTED UNDER THE DATE DUE. Part One: Leading at the Edge 1. Jan. 22. Course Introduction: Concepts of Leadership Film excerpts from Patton and Gandhi will be used to explore different ideas of leadership. We will focus on the theory of adaptive leadership. 2. Jan. 29. The Nature of Leadership I: Shackleton’s Way 2 As you read this first half of Shackleton’s Way, consider Shackleton’s leadership capabilities. Where did they come from: was he born with them or did he develop them? How did his own earlier experience as a crew member on other expeditions shape the way he approached creating teams and getting the best from each individual on his own expeditions? Assignment Shackleton’s Way, -- chapters 1-4 “Emotional Intelligence of Leaders” by Daniel Goleman (Xanedu) 3. Feb. 5. The Nature of Leadership II: Shackleton’s Way As you read this second half of Shackleton’s Way, focus on Shackleton’s role in developing effective teams. Also consider how he addressed conflict, especially the mutiny by McNeish. Assignment Shackleton’s Way, chapters 5-8. “The Emotional Intelligence of Groups,” by Druskat, et al. (Xanedu) Complete the Thomas-Kilman conflict scale (handed out in class) E-mail your research topic. If you are doing a comparative book review, then send me a list of all books and indicate the critical incident that you intend to focus on. If you are doing a personal case study, submit a 1-2 paragraph description of the situation. Part Two: Ethics 3. Feb. 12. Right vs. Wrong Situations Lying in office: when is something a lie? What are our expectations for honesty in a leader? Why should we be concerned about the honesty and accountability of people in public positions? Is the accountability of those in public office different than those in the private sector? How do we try to assure accountability in the use of public authority? Assignment Kidder, chapters 1 - 5. Chapter one summarizes the entire book. You can skim chapters 2 and 3; read chapters 4 and 5 carefully. 4. Feb. 19. The Machine: Political Leadership & Accountability Political Machines. For many decades major US cities were run by political machine. Many regard these machines as very corrupt, but they are also viewed as very effective. Which perception is correct? How could they be both? We will also be looking at a clip from the documentary “The Last Boss” as an example of a transactional leader. 3 Reform Politics. The reform tradition arose to counteract the political corruption of the machines. We examine some of the key elements of reform and their limitations. Assignment Heifetz Chaper 1-2 Discussion case--“Reforming Prague City Hall.” (Xanedu) 5. Feb. 26. Right vs. Right Situations: Developing a framework for moral reasoning What is the difference of making ethical decisions when the choice is “right vs. wrong” or “right vs. right”? What do you do when values conflict? How do you deal with this problem when it is embedded in a policy discourse? In class we will be looking at clips from Insomnia, A Man for All Seasons and Gandhi Assignment Kidder, chapters 6-8 6. Mar. 4. When Personal Values and the Responsibilities of Office Conflict. How does Califano balance his own personal beliefs with the requirements of the abortion policy he is charged with administering? How do his principal advisors suggest that he resolve the conflict? What resolution principles do they appear to be employing? When official responsibilities conflict: the Steve Judy Case. What is Steve Judy’s dilemma? How do his principal advisors suggest that he solve it? What resolution principles do they appear to be employing? Assignment Joseph Califano and the abortion policy decision (class handout) Discussion Case--Mayor Steve Judy of Coeur d’Alene (Xanedu case) Mar. 11. In-class midterm Part Three: Adaptive Leadership 7. Mar. 18. Nature of Adaptive Work What is the nature of adaptive work, and under what situations (problem types) is it appropriate to employ the skills of adaptive leadership? We will examine these questions by focusing on the ASARCO case. In this case, EPA director Ruckelshaus involves the public in determining what level of risk is acceptable. What are the strengths and weakness of such involvement? How does he try to take into account competing interests? In class we will be looking at film clips from Twelve Angry Men. Assignment Heifetz, chapters 3-5 Discussion case- Managing Environmental Risk: the ASARCO Case. (Xanedu) 4 March 25- Spring Break 8. Apr. 1. Innovation and Teamwork in bridging the adaptive gap Adaptive work often involves the leader engaging the creative thinking of the followers. In this case, how does Schall do this? How do you think she should overcome the suspicion with which she is held by long-time employees? Assignment Discussion case--Ellen Schall and the Department of Juvenile Justice (Xanedu) “Use of case management as a revitalizing theme in a Juvenile Justice Agency,” Gilmore and Schall. (reading packet) “Notes from a Reflective Practitioner”, Schall. (reading packet) 9. Apr. 8. The two presidencies of LBJ’s: The Voting Rights Act and the war in Vietnam How does Johnson structure his relations with Dr. King, Governor Wallace, and leadership in Congress in working to pass the Voting Rights Act? How does Heifetz analyze Johnson’s failure in Vietnam? Film Clips: LBJ (documentary on the American Presidency) Assignment Heifetz, Chapters 7 10. Apr. 15. Exit, Voice, Loyalty The Whistleblower. Under the administration of President Johnson, US troop build up in Vietnam escalated rapidly. Daniel Ellsberg was a high-level Pentagon analyst who realized that the public was being lied to about the build up and whether the war was being won. He blew the whistle, but at great person cost. What values justify the whistleblowers actions, what values are violated? The Loyal Opposition. Blowing the Whistle on your “boss” is an extreme behavior. More often people express opposition within an organizations. An example is Robert McNamara’s protests against the War in Vietnam expressed from within the administration. Film clip: Fog of War Assignment Heifetz, Chapter 7, pp.150-170 (skim the rest of the chapter) Daniel Ellsberg and the Pentagon papers (reading packet) A.O. Hirshman, “Exit Voice and Loyalty: further reflections and a survey of recent contributions,” <http://links.jstor.org/sici?sici=01601997(198022)58%3A3%3C430%3A%22VALFR%3E2.0.CO%3B2-0> Research papers due 5 11. Apr. 22. Moral authority and informal leadership How does MLK’s leadership exemplify the notion of adaptive work? From what source is the authority of his leadership derived? Film clips: Eyes on the Prize and The Last Boss Assignment Heifetz, chapter 6 & 9 Read the 1991 Nobel Prize acceptance speech delivered for Aung San Suu Kyi http://nobelprize.org/nobel_prizes/peace/laureates/1991/kyiacceptance.html 12. Apr. 29. Leadership without authority & power of symbolic acts What does it mean to have leadership without authority? What are the sources of a leader’s power under this condition? Film (during class): Fundi, The Life of Ella Baker; excerpt from Gandhi Assignment Heifetz, chapter 8 Read or watch the Nobel Prize acceptance lecture by Wangari Maathai <http://nobelprize.org/peace/laureates/2004/maathai-lecture.html> 13. May 6. Class Summary & presentation of selected research papers May 12. FINAL EXAM (in class open book exam) 6 PAD 5006/ Course Research Project Your research project is worth 40 percent of your grade. I would like you to have a choice of what you focus on, so you may choose to complete any ONE of the three assignments listed below. Due dates for selection of a topic and for the final report are indicated in the syllabus. 1. Comparative Book Reviews: Biographies & Autobiographies In this assignment you should choose three biographies written about the same leader. You can also substitute an autobiography for one of the bibliographies. For example, many recent presidents have written one or more books about their presidency. If you choose such an autobiography you need to also look at two biographies. After reading your chosen books, focus in on a specific critical incident where the individual exercised leadership and/or critical moral judgment. DO NOT SUMMARIZE THEIR ENTIRE LEADERSHIP CAREER, BUT ONLY PROVIDE ENOUGH BACKGROUND TO GET US TO THE CRITICAL INCIDENT THAT YOU HAVE CHOOSEN TO FOCUS ON. If the critical incident suggests an adaptive leadership challenge, as Heifetz defines it, then contrast the interpretation of this incident by each selected author. For example, if you chose books on Abraham Lincoln you might want to focus on how he decided to issue the Emancipation Proclamation. One author might suggest that Lincoln was driven by basic values of social justice, whereas another might see him acting out of political expedience. Again, contrast both interpretation and discuss what theories of leadership they seem to be informed by. In your analysis you should also discuss whether the incident that you selected demonstrates effective adaptive leadership as Heifetz describes it. If the incident shows how a leader addressed a moral dilemma, then try to apply Kidder’s form of analysis in contrasting how different authors interpret this situation. For example, you might choose President Truman’s decision to drop the atomic bomb on Japan. How did different biographers portray his decision: as a right vs. right decision or a right vs. wrong? Again, if you choose to include an autobiography, you would also focus on a single incident. For example, you might choose Robert McNamara’s book Argument Without End, where he discusses US involvement in Vietnam at the time when he was Secretary of Defense. You would then also read two other books that analyze McNamara’s leadership in a particular incident in Vietnam, such as the Tonkin Gulf Resolution Your paper should not exceed ten double-spaced pages. Use appropriate scholarly citations for all sources using APA citation style. 7 2. Comparison of Leadership Theories There is an enormous leadership literature, especially for leadership in the private sector. If you choose this assignment, you will read one major leadership text and compare the leadership theory presented in that book with Heifetz’s theory of leadership. You may not choose a textbook, since these are summaries of different theories. Some titles to consider (but you are not limited to these): - Collaborative Leadership. Chrislip & Larson - Leadership for Uncertain Times, Wheatley - The New Science of Leadership, Wheatley - On Leadership, Gardner - Leadership, Burns - Leadership for the Common Good, Whatkins - Servant Leadership, Greenleaf - Leadership: The Inner Side of Greatness, Koestenbaum - The Leadership Challenge, Kouzes and Posner - Courage, Kouzes and Posner - Encouraging the Heart, Kouzes and Posner - Principle Centered leadership, Covey - Leadership on the Line, Heifetz and Linsky - Leadership and Self-Deception, Arbinger Institute - Leadership, Guiliani Your have a limit of 10 double spaced pages excluding references. 3. Personal Case study In this assignment you will write a personal case study that relates either to an incident in which you served in a leadership position or in which you faced an ethical dilemma in the organization in which you work. In the past, some students who have chosen this assignment have written about an incident in which they were a whistleblower calling attention to some unethical behavior by their organization or a specific manager. Alternatively, you could write a case involving leadership and/or ethics in your organization in which you were involved, but not as the leader. For example, you may have worked as an assistant to an individual who dealt successfully with a difficult leadership challenge. Use this assignment as an opportunity to reflect on your own behavior. Did you or the leaders involved have alternatives? Why did you or they choose a specific course of action? What were the consequences? What style of leadership (e.g., following Heifetz argument) or model of ethic reasoning (e.g., following Kidder’s argument) seemed to be employed? If you choose to do this assignment, make sure that you speak with me early on so that we can clarify and agree on what you will focus on. Your case study should not exceed 8 ten double-spaced pages. If you chose to write a personal cases study, the following should be useful to you. Tips on Writing an Effective Case I realize that most of you have limited, if any, experience writing cases. The fact that we are reading some case this semester should help give you a sense of how to structure a case, but writing is always a lot different. Here are some suggestions on how to proceed, but please feel free to pursue other approaches it you feel that they work with the materials and issues you are dealing with. • Be clear about the issue(s) you are trying to focus on in the case. Many cases pose multiple issues, but its good to keep the central one in mind. For example, if you were writing about the new Denver International Airport you could focus on the city's relations with the airlines, with other local governments, with the federal government, etc. It's much easier to decide that—"I'm writing a case about local intergovernmental `relations in connection with the airport"—since this allows you to focus your research as well as your writing. • Be clear about the principal stakeholders. It's much easier for someone to follow a case if you've identified the principal stakeholders (either individuals or groups) early on, described their interests and then followed how they interacted to arrive at some decision. • Be clear about the structure of issues and critical decision points. Every case has a dramatic story line. You need to understand and communicate this story. Be especially aware of critical turning points, especially decision points. For example, in the DIA case, at the beginning the various sides are polarized and ready to sue one another; then there is a change in attitude which makes a negotiated agreement possible, but there are significant political costs in attempting to push such an agreement. The dramatic point in the case is the question about whether all sides will actually sign-off on an agreement. • Use supplemental materials to help explain technical points. It often helps the reader's comprehension if technical issues are elaborated in attachments to the case. For example, if you were writing a case about Denver's light rail, you might want to include an attachment which showed estimated construction and operating costs—if these were things mentioned in the text of the case. Or if you were discussing DURA's decision to expanded its jurisdiction into lower downtown, a map would be a useful way of showing the area involved. 9 Policy on Plagiarism Plagiarism. This term is generally defined as incorporating words or ideas from an outside information source into one's written work without acknowledging the original source of the words or ideas; that is, creating the impression that the words and ideas are the student's own rather than those of the source from which they have been taken. Under American law, if plagiarized work is published for profit, it is considered a form of intellectual theft, and usually results in a lawsuit for money damages. In American academic institutions, plagiarism is also considered to be the stealing of ideas, although the remedy is disciplinary action by the school or college rather than a lawsuit. The best way to avoid committing plagiarism is to carefully note the citation to all sources of outside information that are being used in the preparation of a research paper, and then to use these citations to carefully reference all of these outside sources whenever a direct quotation or the well-defined substance of a concept or principle from that information source is being incorporated into a student research paper. The exact method by which this should be done depends on the referencing style that is being used in writing the paper. All three of the referencing and formatting systems (for sources other than legal materials) approved by the GSPA Faculty Council -- the MLA Stylesheet, the APA Stylesheet, and the Chicago Manual of Style -- instruct the user on how to clearly indicate when outside material is being incorporated into a research paper. In using direct quotations, for instance, the approach is generally to put quotation marks (") around short quotes (of no more than two or three sentences); and to indent larger quotes an additional half-inch or so within the existing margins of the paper. Consult the stylesheet you are using for more details. Any paper or examination that exhibits plagiarism will be given a grade of “F”. A memo will also be placed in the student’s academic file noting this violation. This note will be removed after one year if no further incidents occur. 10 Xanedu Downloading Instruction To access your CoursePack, students will need to do the following: 1. Open the XanEdu "Login/Register" page at: http://www.xanedu.com/login.shtml?PackId=278055 2. If you have previously registered for another CoursePack, log in. If not, click the "register" link underneath the "Students" heading. Complete the registration page, and click Continue. 3. Confirm your CoursePack Selection, and complete the purchase form. Choose one of these options for your CoursePack delivery: Option 1: Digital access plus packaged print copy Price: $32.90 (price does not include shipping). You will have immediate access to your Digital CoursePack. Your personal print copy will be shipped to you within five business days from purchase of your CoursePack. Shipping of a print copy is for valid U.S. addresses only. If you are outside the U.S., choose Option 2 below. ** NOTE: Publishers grant specific rights for different output formats. As a result, you may not be able to (re-)print some materials from your desktop if you have purchased XanEdu CoursePack that features both print and digital content. Likewise, if your XanEdu CoursePack includes materials that have been copyright-cleared for digital access only, these materials will not be included in the print copy from XanEdu. Option 2: Digital access with desktop printing Price: $25.75 You will have immediate access to your Digital CoursePack. You will not receive a printed copy of the CoursePack You can print your CoursePack yourself, if your system hardware and connectivity supports downloading and printing very large files from the Internet. If you are not sure if your system supports this, we recommend that you select option #1 above. 4. After completing the purchase, you will be taken directly to "My XanEdu" where you can access your digital CoursePack. Questions? Please contact XanEdu Customer Service at 1-800-218-5971. 11