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m o d e l
instructor version
evening classes
MGT 247
Ethical Leadership
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Cover
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MGT 247
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Ethical Leadeship
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
moser college mission and vision
2
Content Links
Ethical Leadership MGT 247
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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course
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Ethical Leadership MGT 247
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Ethical Leadership MGT 247
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Ethical Leadership MGT 247
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Ethical Leadership MGT 247
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Ethical Leadership MGT 247
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or [email protected]. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Ethical Leadership MGT 247
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
Ethical Leadership MGT 247
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Ethical Leadership MGT 247
Faculty Evening Course Overview
Course Description
This course explains how leaders can mobilize others to accomplish extraordinary things in
organizations. It details the practices that leaders can use to transform values into actions, visions into
realities, separateness into solidarity and risks into rewards. It focuses on leadership creating a climate
in which individuals can turn challenging opportunities into remarkable successes.
Course Materials
Required Textbook and Materials
Kouzes, J & Posner, B. (2012). The Leadership Challenge. (5th ed.). San Francisco, CA: Josey-Bass
ISBN 978-0-470-65172-8
Freeman, R.E., & Steward, L. (2006). Developing Ethical Leadership. Bridge Paper. Retrieved from
http://www.darden.virginia.edu/corporate-ethics/pdf/ethical_leadership.pdf
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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about
expectations
resources
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Ethical Leadership MGT 247
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
1A
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
Level:6
Explain the Five Practices of
Exemplary Leadership
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Group Activity
10pts
Hallmark: Stewardship/ Hospitality
1B
2A
2B
Level:4
Identify how leaders
implement the Five
Practices
IDEA 10 Objective: Developing a
clearer understanding of, and
commitment to, personal values
Individual In class assignment
15pts
Level:4
Analyze individual
characteristics of leadership
IDEA 11 Objective: Learning to
analyze
Introduce PBL step 1
Prominent Person Award
PBL
will
total
200pts
Level:4
Point out how leaders clarify
their values
IDEA 3 Objective: Learning to Apply
Course Material ( to improve
thinking, problem solving, and
decisions)
Written Assignment
25pts
Level:4
Examine the ways in which
leaders can teach others to
model the values of the
organization
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10 pts
Level:6
Describe the methods
leaders use to imagine the
possibilities for their
organizations
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Group Activity
10pts
Level:4
Elaborate on the importance
of finding a common
purpose within an
organization
IDEA 10 Objective: Developing a
clearer understanding of, and
commitment to, personal values
Individual In class assignment
15pts
Level:6
Measure the value of
enlisting others through
appealing to common ideals
and animating vision
IDEA 11 Objective: Learning to
analyze
PBL Step 2
PBL
will
total
200pts
Level:4
Identify how leaders
challenge the process to
achieve excellence
IDEA 3 Objective: Learning to Apply
Course Material ( to improve
thinking, problem solving, and
decisions)
Written Assignment
25pts
Level:6
Evaluate how failure
contributes to leadership
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10 pts
about Bloom’s Taxonomy
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
Ethical Leadership MGT 247
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
3A
3B
4A
4B
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
Level:5
Develop an approach to
improve collaboration in
leadership practice
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Group Activity
10pts
Level:5
Create a plan to increase
the level of trust in an
organization
IDEA 10 Objective: Developing a
clearer understanding of, and
commitment to, personal values
Individual In class assignment
15pts
Level:5
Develop a repertoire of
leadership tools to recognize
individual contributions
IDEA 11 Objective: Learning to
analyze
PBL Step 3
PBL
will
total
200pts
Level:4
Compare methods which
leaders use to strengthen
others
IDEA 3 Objective: Learning to Apply
Course Material ( to improve
thinking, problem solving, and
decisions)
Written Assignment
25pts
Level: 6
Explain the importance of
creating a spirit of
community
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10 pts
Level:6
Create a plan to improve
your own leadership
practice
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Group Activity
10pts
Level:5
Illustrate the ways in which
leadership is an affair of the
heart
IDEA 10 Objective: Developing a
clearer understanding of, and
commitment to, personal values
Individual In class assignment
15pts
Level:5
Identify practical
applications for the Five
Practices
IDEA 11 Objective : Learning to
analyze
PBL Step 4
PBL
will
total
200pts
Level:5
Interpret the outcomes of
shared or delegated power
IDEA 3 Objective: Learning to Apply
Course Material ( to improve
thinking, problem solving, and
decisions)
Written Assignment
25pts
Compare other approaches
to ethical leadership to
Kouzes and Posner
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10 pts
about Bloom’s Taxonomy
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Learning Outcomes
Ethical Leadership MGT 247
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
5A
5B
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
Level:6
Assess alternate approaches
to ethical leadership
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Group Activity
10pts
Level:5
Identify the three things
that can be done to improve
in each leadership practice.
IDEA 10 Objective: Developing a
clearer understanding of, and
commitment to, personal values
Individual In class assignment
15pts
Level:3
Use Internet and academic
databases as research and
communication tools.
IDEA 11 Objective: Learning to
analyze
PBL Step 5
PBL
will
total
200pts
Level:4
Through preparing a final
study group written project,
describe and analyze
leadership techniques in a
specific group or leader and
make recommendation for
that group or leader
IDEA 3 Objective: Learning to Apply
Course Material ( to improve
thinking, problem solving, and
decisions)
Written Assignment
25pts
Choose methods to improve
your own leadership
practice.
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10 pts
Total Points for the Course
Discussion Questions
10 pts ea x 5
= 50 pts
10% of the total points
Written Assignments
25 pts ea x 5
= 125 pts
25% of the total points
Team Assignments
10 pts ea x 5
= 50 pts
10% of the total points
In Class Assignment
15 pts ea x 5
= 75 pts
15% of the total points
PBL project/presentation
200 pts x 1
=200 pts
40% of the total points
Total Points for the Course
= 500 pts
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Learning Outcomes
Ethical Leadership MGT 247
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
When Leaders Are At Their Best
•
•
•
•
•
01 B
online
•
Model the Way
•
•
•
02 A
F2F
02 B
online
F2F
•
Challenge the Process
•
Enable Others to Act
•
•
•
•
03 B
online
•
Strengthen Others
•
•
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Read The Leadership Challenge Chapter s 2
& 3 pages 41-97
Written Assignment: Tribute
Online Discussion:
PBL Step 1
• Review The Leadership Challenge
Chapters 4& 5 pages 100-153
• Group Activity: Reflections
• Individual Assignment: Self- Reflection
• Video: Martin Luther King
•
In Class Discussion previous chapter
readings
• PBL Step 2
Inspire a Shared Vision
•
•
03 A
no pre-assignment for session 1A
Introduce PBL & Topic
Instructor will review The Leadership
Challenge in class Chapter 1 pages 9-40
Individual Assignment: Ten Commitments
of leadership
Group Activity: Well Known Leaders
course
overview
Read The Leadership Challenge Chapter s6
& 7 pages 155-211
Online Discussion
Written Assignment: Learn From
Experience
Review The Leadership Challenge Chapters
8 pages 213-240
Group Activity: Trust & Structure
Individual Assignment: Trust
In Class Discussion previous chapter
readings
PBL Step 3 & 4
Read The Leadership Challenge Chapter 9
pages 241-269
Online Discussion
Written Assignment: Spirit of Community
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outcomes
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Course Schedule
Ethical Leadership MGT 247
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
04 A
F2F
Encourage the Heart
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•
•
•
•
04 B
online
Values and beliefs
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•
•
05 A
F2F
Leadership is Everyone’s Business
•
•
•
•
•
05 B
online
Identifying leadership
•
•
•
•
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course
overview
Review The Leadership Challenge Chapter
10 pages 271-299
Group Activity: Affair of Heart
Individual Assignment: Leadership
practices
In Class Discussion previous chapter
readings
PBL Step 5
Read The Leadership Challenge Chapter 11
pages 301-328
Online Discussion
Written Assignment: Bridge Paper
Developing Ethical leadership
Review The leadership Challenge Chapter
12 pages 329-345
Individual Assignment:: Secret to Success
Group Activity :Power
In Class Discussion previous chapter
readings
PBL Step 6 Final Oral & PowerPoint
Presentations.
Online Discussion
Written Assignment: Leadership
Development
Submit final PBL Paper in D2L drop box.
Discussion Posting
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Course Schedule
Ethical Leadership MGT 247
Faculty Evening Session 1A
Learning Objectives
By the end of the week the learner should be able to:
Identify and explore characteristics of effective leaders.
Examine the Five Practices of Exemplary Leadership.
Apply the Five Practices to personal experiences and real life situations
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
overview of and introduction to The Five Practices model and to
Reading
Instructor will review
The Leadership Challenge in class Chapter 1 pages 940
GROUP ACTIVITIES
enhance your classroom experience.
Team Assignment or Activity (use organically)
In Class Assignment (suggested activity)
Group Discussion: Divide class into five groups. Assign two
of the Ten Commitments of Leadership to each group.
Groups will list examples from their own experiences of
how leaders have demonstrated the Commitments assigned
to their group. Allow 25 minutes for groups to brainstorm
and record their ideas. Each group should appoint a
spokesperson. Have each group report back to the whole
class on their assignment
Multimedia (suggested materials)
Visit www.leadershipchallenge website to provide students with an
Think about someone in your life that you consider to be a
leader. What makes this person a leader? Discuss your
experiences with this person. How does this person make you
feel when you are involved with this person? What leadership
attributes does this person exhibit? Be as detailed and
specific as possible. Let students know ahead of time they will
be sharing their journals with their classmates.
After providing enough time for students to write a response,
put them in groups of three to five. Ask students to bring their
journal entries and provide each group with a pad of Post-It
notes. Students take turns reading their journals. Every time a
leadership trait or action is mentioned, students will record the
trait on a Post-It. If the trait is mentioned more than once, a
slash mark can be made next to the trait each time it is
mentioned.
Engage students in a whole-class discussion asking each
group to take turns sticking notes in a central designated
location and sharing their leadership attributes list.
Possible questions for discussion:
How did you decide on your leader to write about?
What did you notice about the different attributes each of you
shared?
Are there others that came to mind after having some
discussion that we should add or you wish you would have
included in your journal?
Which of these attributes do you possess? Can you give an
example that shows this in your own life?
What attributes would you like to develop as a leader?
Explain.
What relationship do these leadership attributes have to your
experiences as a student leader?
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PROBLEM or PROJECT BASED LEARNING
Introduce the concept of PBL and illustrate its strengths.
For additional help on this topic please see the hyperlink in
D2L that goes into great detail on the PBL concept.
This week you will start working on your final project which is
due at the end session 5 B No submission is necessary for
this week.
**During week 1 you will need to walk the students through
the process. Each week you will have less of a role and shift
the responsibility to them until the last week where students
are responsible for completing the entire process themselves.
Ensure each week that you coach through the methodology
so they will have minimal difficulties during week 5 when
they’re on their own.
Have them use the following steps to help their thought
process. This methodology will help bring consistency to their
decision making process. They will use this the last week
when they write their PBL project.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4. Implement the selected solution
5. Observe to ensure your solution and implementation
corrected the problem. If not, go back to step 1 and start
again
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1A
Ethical Leadership MGT 247
Faculty Evening Session 1B
Learning Objectives
By the end of the week the learner should be able to:
Point out how leaders clarify their values
Examine the ways in which leaders can teach others to model the values of the organization
Activities, Assignments and Assessments
Written Assignment (due before “A” week)
INDIVIDUAL ACTIVITIES
Discussion Question
How do critical incidents and storytelling help
leaders “model the way?”
the initial post must be made mid week, and the
response posts must be made prior to the start of
the “A week”
Reading Assignment (due before “A” week)
Read The Leadership Challenge Chapters 2 & 3
pages 41-97
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Tribute to Yourself: Following the directions on
page 69, “Write a Tribute to Yourself”, complete a
2-3 page paper that is in the form of a speech that
someone would give about you as Leader of the
Year. Use APA formatting (cover page, in-text
citations, and a Reference page) Submit your
paper in the D2L drop box
Step 1: Introduce the Problem
Prominent Person Award
The Governor has decided to create an award. It is
to recognize an influential person who has made a
significant contribution to a local area or to the
state. The award winner could be a scientist, an
activist, an author, a philanthropist, or perhaps a
policy maker. A group of people can also be
considered for the award.
This award is about actions, not popularity or fame.
What have they done or accomplished?
How did that action impact other people or their
community?
You are on a committee that represents your
county. You are to nominate a person or group from
your state that you feel is deserving of the award.
Give special attention to a local person.
Who, from your state, should be nominated for the
award?
You may also use print resources and video based
information. Check out your county or state
historical society or your state's official web site for
help.
Famous People with Disabilities
Wikipedia
Center for Public Leadership
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1B
Ethical Leadership MGT 247
Faculty Evening Session 2A
Learning Objectives
By the end of the week the learner should be able to:
Describe the methods leaders use to imagine the possibilities for their organizations
Elaborate on the importance of finding a common purpose within an organization
Measure the value of enlisting others through appealing to common ideals and animating vision
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Watch video of Martin Luther King, Jr.’s “I Have a
Dream” speech. Discuss how Dr. King a)
connected to what’s meaningful to others, b)took
pride in being unique and c) aligned his dream with
the people’s dream. Working in teams ask students
to identify the ways in which Dr. King enlist others
in his vision. Then discuss what they learned about
the techniques for making a speech, presentation
memorable.
Divide class into four groups. Assign a section of Part 3 to
each group (Reflect on Your Past, Attend to the Present,
Prospect the Future and Feel Your Passion). The group
should read the selection, take notes and present the
information in the section to the whole class, in a manner
of their choosing.
In Class Individual Assignment
Self-reflection: Read P. 125-126 of The Leadership
Challenge. Determine the “something you want to
do.” Produce a mini-poster to share your vision
with the class
In Class Reading
Review The Leadership Challenge
Chapters 4& 5 pages 100-153
PROBLEM or PROJECT BASED LEARNING
Recap Steps 1 & 2
Step 2: Prior Knowledge
Identify what you know about people who are
working to improve your community or state. Name
a few noteworthy people from your local area or
state .
List some facts prospective award winners might
have in common. Hint: (Consider how you would
describe them to someone.)
Example: education
What would be considered noteworthy
accomplishments?
.
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course
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learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 2A
Ethical Leadership MGT 247
Faculty Evening Session 2B
Learning Objectives
By the end of the week the learner should be able to:
Identify how leaders challenge the process to achieve excellence
Evaluate how failure contributes to leadership
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Written Assignment (due before “A” week)
Discussion Question
How can leaders encourage others to take initiative?
the initial post must be made mid week, and the response
posts must be made prior to the start of the “A week”>
Write a 3-5 page APA-style paper in which you explain how
failure contributed to your ability to learn something new. Give
at least three examples of learning from your own mistakes.
Be sure to review “Learn from Experience” in the text. Use
APA formatting (cover page, in-text citations, and a Reference
page) Submit your paper in the D2L drop box
Reading Assignment (due before “A” week)
Read The Leadership Challenge Chapters 6 & 7 pages
155-211
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learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 2B
Ethical Leadership MGT 247
Faculty Evening Session 3A
Learning Objectives
By the end of the week the learner should be able to:
Develop an approach to improve collaboration in leadership practice
Create a plan to increase the level of trust in an organization
Develop a repertoire of leadership tools to recognize individual contributions
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
In Class Assignment (suggested activity)
Write and submit a 3-5 typed paper about a person you
trust. Why do you trust in this situation? Explain how it
came about and what this process looks like for leaders. Use
APA formatting (cover page, in-text citations, and a
Reference page) Submit your paper in the D2L drop box
In Class Activity (suggested activity)
Cooperative Goals Story
Form small groups. Ask one student within each group to
read out loud the “two sheets and a blanket” story of Jim
Vesterman’s (pp. 234–235). Have the group discuss the
ways in which this story illustrates fostering cooperative
goals. Ask students to work together to identify other
ways in which leaders can help people work together and
recognize that they need each other in order to be
successful. Share the small group ideas with all the other
groups.
GROUP ACTIVITIES
1. Divide class into small groups. Each group should
create a list of activities that a leader could introduce to
help increase the level of trust in an organization. If
possible, they should use examples from their own
experiences. Share with the whole class.
2.Team building: Give each group a package of index
cards and a roll of tape. The instructions are: “Build a
structure that can stand on its own. There is to be
absolutely NO talking during this exercise. You can
communicate in non-verbal ways ONLY. You will have 10
minutes.” Allow groups 10 minutes to build their structures.
Afterwards, have each group debrief by discussing the
following: 1. How did the group form a consensus on the
type of structure to be built? 2. Did a leader emerge? 3.
Were all members of the group “heard”? 4. What are the
implications of this activity for leaders?
PROBLEM or PROJECT BASED LEARNING
Step 3: Develop the Problem Statement
Review The Leadership Challenge Chapters 8 pages
213-240
Identify what you do not know about the person or making
a selection. Be specific. Make a list. What do you need to
find out about potential nominees?
How can you identify deserving people from your
community or state?
What info about individual nominees will be important to
choosing one for the award?
Step 4: Brainstorm Solutions
As you collect facts, rate each one's value. Is this fact a
pro or a con?
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 3A
Ethical Leadership MGT 247
Faculty Evening Session 3B
Learning Objectives
By the end of the week the learner should be able to:
1. Compare methods which leaders use to strengthen others
2. Explain the importance of creating a spirit of community
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Written Assignment (due before “A” week)
Discussion Question
What are the roles of goals and feedback in increasing
people’s motivation?
the initial post must be made mid week, and the response
posts must be made prior to the start of the “A week”>
Written Assignment: Submit a 3-5 page APA style paper
examining what a real individual did to create a spirit of
community. How did this aid his/her leadership? How did it
affect the productivity of the organization? Use APA
formatting (cover page, in-text citations, and a Reference
page) Submit your paper in the D2L drop box
Reading Assignment (due before “A” week)
Read The Leadership Challenge Chapter 9 pages 241-269
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course
overview
learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 3B
Ethical Leadership MGT 247
Faculty Evening Session 4A
Learning Objectives
By the end of the week the learner should be able to:
Create a plan to improve your own leadership practice
Illustrate the ways in which leadership is an affair of the heart
Identify practical applications for the Five Practices
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Show a video case that illustrates a leader who encourages
the heart. Ask participants to take notes about what the
leader says and does, and about how the constituents
respond. After the video, lead a discussion about what
students observed.
Choose leaders you have known personally.. How did they
manifest leadership as an affair of the heart? Share with the
class.
In Class Assignment (suggested activity)
Create a poster or multimedia presentation to explain your
choice and support your selection.
Posters or Multimedia Presentation
Biographical info
Actions taken
How have the actions impacted your community?
Is there a local connection? Explain
Why the nominee should win?
Remember:
1. Give facts
2. Give your choice
3. Explain your choice
4. Take credit and give credit
Write a 4-5 page APA-style paper that describes how a
leader can improve his/her own leadership practice.
Include at leas two examples of specific actions that can be
taken to improve in each of the Five Practices
In Class Activity
Review The Leadership Challenge Chapter 10 pages
271-299
In small groups, ask students to recognize something
valuable that another person has brought to the class,
making sure to include every person in the group. Say
what each person brought and why it is valuable. You
may want to introduce this assignment in a previous class
so that everyone has some time to think about one
another’s contributions.
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PROBLEM or PROJECT BASED LEARNING
Step 5: Develop an Action Plan
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 4A
Ethical Leadership MGT 247
Faculty Evening Session 4B
Learning Objectives
By the end of the week the learner should be able to:
Interpret the outcomes of shared or delegated power
Compare other approaches to ethical leadership to Kouzes and Posner
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Written Assignment (due before “A” week)
Discussion Question
Explain the implications for leaders of the statement,
“We become most powerful when we give our power
Written Assignment: Write a 3-5 page APA-style paper that
compares and contrasts the approach to ethical leadership
detailed in the Bridge Paper “Developing Ethical Leadership:
with The Leadership Challenge.
away.” Give several examples.
the initial post must be made mid week, and the response
posts must be made prior to the start of the “A week”>
Multimedia (suggested materials)
Developing Ethical Leadership. Bridge Paper. Retrieved
from http://www.darden.virginia.edu/corporateethics/pdf/ethical_leadership.pdf
Reading Assignment (due before “A” week)
Read The Leadership Challenge Chapter 11 pages 301-328
Bridge Paper “Developing Ethical Leadership
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IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 4B
Ethical Leadership MGT 247
Faculty Evening Session 5A
Learning Objectives
By the end of the week the learner should be able to:
Assess alternate approaches to ethical leadership
Identify the three things that can be done to improve in each leadership practice.
Use Internet and academic databases as research and communication tools.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Team Assignment or Activity (use organically)
In Class Assignment (suggested activity)
Prepare a written typed 3-5 page paper on “What
do you believe is the secret to success in life? Use
APA formatting (cover page, in-text citations, and a
Reference page) Submit your paper in the D2L
drop box
In Class Activity (suggested activity)
Review The leadership Challenge Chapter 12
pages 329-345
From a leadership point of view, explain the
implications of the statement, “We become most
powerful when we give our own power away.” Give
specific examples from your own experience.
PROBLEM or PROJECT BASED LEARNING
Step 6: Develop Presentation for Review
Discuss your findings on an individual or group of people.
Decide on a nominee and list the reasons for their selection.
Conclusion & Final Recommendations
Remember to cite your sources and create a 20 minute oral
presentation and PowerPoint slide show. Your final PBL
analysis should be a minimum of 10 pages in length and
reference at least five sources. Additionally, it should include
a cover page, table of contents and separate reference page.
Submit your final project in the drop box in APA format
and include at least three sources. Due Session
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course
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
25
Session 5A
Ethical Leadership MGT 247
Faculty Evening Session 5B
Learning Objectives
By the end of the week the learner should be able to:
Through preparing a final study group written project, describe and analyze leadership techniques in a
specific group or leader and make recommendation for that group or leader
Choose methods to improve
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
What one thing will you take away from this class that
you believe will help you most in your own leadership
practice?
The initial post must be made mid week, and the response
posts must be made prior to the start of the “A week”>
Written Assignment (due before “A” week)
Write a 2-3 page APA style paper responding to the
following question. What are three things that you can do
to continue learning to be a better leader? What are some
specific ways you can apply them to your own leadership
development? Use APA formatting (cover page, in-text
citations, and a Reference page) Submit your paper in the
D2L drop box
Team Written Assignment
Submit final PBL Paper in D2L drop box
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learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
26
Session 5B