Leadership Models

Course Syllabus

Course Information

Course Description

Your journey in Leadership Models will proceed along two parallel paths. In the first, you will be exploring leadership as a process where leaders and managers are at times playing distinct but often interchangeable roles in a global environment of constant change. In the second, you will be examining four different but related leadership models that will serve as resources and frameworks as you consider a new leadership and organizational model for the future. These two paths will converge in Module 5, our final module for the course, as you craft your personal leadership model, an assignment that is designed to serve as a framework and compass for your own evolving leadership development plans and activities.

By the way, what is a model? Dictionary.com defines model as a standard or example for imitation or comparison. In this course you will study four particular models: the industrial age model, the transactional model, the transformational model and the situational model. These four models were selected, out of the dozens of leadership models available, because they possess features that seem most relevant to crafting the leadership and organizational model for the 21st century.

Course Learning Goals

After completing this course, you will be able to:

Describe, analyze, compare and contrast the industrial age, transformational, transactional, and situational leadership models.
Arrive at a functional definition of leadership.
Craft a leadership model that reflects your own leadership insights, values, skills, needs and aspirations.
Describe the relationship between leadership ethics and values and leadership models
Identify and apply key principles and practices that will strengthen your values-based decision-making skills.
Explain the central role that values-based decision making plays in the leadership process.
Evaluate your own leadership interests and aspirations, skills, strengths, values and operating methods and demonstrate that growing knowledge in your personal leadership model, a potential guide and resource for your future leadership development plans and activities.
Further develop your writing, rhetorical and critical thinking skills.

Course Competencies

In this course, you will develop the following competencies, if you are an Individualized Focus Area student:

Competence	Competence Statement and Criteria
FX	Can develop a personal leadership style based on individual values and skills.
H3A	Can use two or more theories of human psychology to understand and solve problems.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com.

Required Text Books:

Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Boss ISBN 0-7879-0244-6
Northouse, Peter G. (5th edition) Leadership Theory and Practice. Thousand Oaks: Sage Publications ISBN 978-141-297-488-2

Required Article and Report Reading (available on e-reserves)

Warren Bennis "Understanding the Basics" On Becoming a Leader
Marcus Buckingham "What Great Managers Do", Harvard Business Review
Peter Drucker "Forward" Leader of the Future
Howard Gardner "The Ethical Mind" Harvard Business Review
John Kotter "What Leaders Really Do" Harvard Business Review.
Schein, E.H. “Leadership and Organizational Culture”, Leader of the Future
Joel Urbany et.al., "How to Make Values Count in Everyday Decisions" MIT Sloan Management Review

Course Outcomes

In this course, you will develop the following skills:

1	Articulate a functional definition of leadership Describe and analyze the industrial age model
2	Understand and articulate the transactional and transformational leadership models and their respective roles in creating organizational change
3	Describe and analyze the situational leadership model and Identify ways to become a more effective manager
4	Describe the relationship between leadership ethics and values and leadership models
5	Explain the central role that values-based decision making plays in the leadership process
6	Craft a leadership model that reflects your own leadership values, interests and aspirations

How the Outcomes will be Demonstrated in this Course

You will demonstrate the course outcomes by successfully completing all reading assignments and by actively participating in all Discussion Forums and by presenting your Personal Leadership Model Final Paper. For additional information on assessment criteria, please consult the Course Grading and Expectations section below.

Course Structure

This course consists of 5 modules. The estimated time to complete each module is 1 week.To view the course outline, click on the Schedule link on the left-hand navigation bar. This page contains the most recently updated listing of topics and assignments due for each week of the course.

Week, Module # and Title	Readings	Assignments
Week 1, Module 1: Defining Leadership	Read Bennis, Warren. Understanding the Basics On Becoming a Leader, pp.31-46 Read Drucker, Peter. Forward Leader of the Future, pp. xi-xv Read Kotter, John. What Leaders Really Do Harvard Business Review, pp. 3-11 Read Covey, Stephen. The Problem. From The 8th Habit: From Effectiveness to Greatness, pp. 12-24.	1.1 Meet and Greet Discussion 1.2 What Exactly is Leadership All About? Discussion 1.3 The Industrial Age Model Discussion
Week 2, Module 2: Changing Leadership Models: The Transactional and Transformational Perspective	Read Quinn, Robert. Deep Change, Chapters"The Internally-Driven Leader" and "From Manager to Leader" and "The Transformational Cycle", pp. 121-129 and pp. 147-172 Read Northouse, Peter. "Transformational Leadership" Leadership Theory and Practice, pp. 169-188	2.1 Examining the Transactional and Transformational Models Discussion
Week 3, Module 3: Changing Leadership Models: The Situational Perspective	Read Northouse, Peter. "Situational Approach" Leadership Theory and Practice, pp. 87-107 Read Buckingham, Marcus. "What Great Managers Do", Harvard Business Review, pp. 1-10 Read Maxwell, John. "Developing Your Most Appreciable Asset: People." From Developing the Leader Within You, pp. 115-138.	3.1 Examining the Situational Leadership Model Discussion
Week 4, Module 4: Values and Leadership	Gardner, Howard. "The Ethical Mind" Harvard Business Review, pp. 1-5 Urbany, "How to Make Values Count ineveryday Decisions" MIT Sloan Management Review, 75-80 Badaracco, Joseph, "The Discipline of Building Character." Harvard Business Review.	4.1 Leadership Ethics and Values Discussion 4.2 Bill Gates/Warren Buffet Interview: Keeping America Great
Week 5, Module 5: An Emerging New Leadership Model	Schein, E.H. (1996). "Leadership and Organizational Culture." In Hesselbein, F., Goldsmith, M., & Beckhard, R. (Eds.), The Leader of the Future: New Visions, Strategies, and Practices for the Next Era. San Francisco, CA: Jossey-Bass. Read Deresiewicz, William. "Solitude and Leadership." From The American Scholar.	5.1 Complete Personal Leadership Model Final Paper 5.2 An Evolving New Leadership Model Discussion

Week, Module # and Title

Readings

Assignments

Week 1, Module 1:

Defining Leadership

Read Bennis, Warren. Understanding the Basics On Becoming a Leader, pp.31-46

Read Drucker, Peter. Forward Leader of the Future, pp. xi-xv

Read Kotter, John. What Leaders Really Do Harvard Business Review, pp. 3-11

Read Covey, Stephen. The Problem. From The 8th Habit: From Effectiveness to Greatness, pp. 12-24.

1.1 Meet and Greet Discussion

1.2 What Exactly is Leadership All About? Discussion

1.3 The Industrial Age Model Discussion

Week 2, Module 2:

Changing Leadership Models: The Transactional and Transformational Perspective

Read Quinn, Robert. Deep Change, Chapters"The Internally-Driven Leader" and "From Manager to Leader" and "The Transformational Cycle", pp. 121-129 and pp. 147-172

Read Northouse, Peter. "Transformational Leadership" Leadership Theory and Practice, pp. 169-188

2.1 Examining the Transactional and Transformational Models Discussion

Week 3, Module 3:

Changing Leadership Models: The Situational Perspective

Read Northouse, Peter. "Situational Approach" Leadership Theory and Practice, pp. 87-107

Read Buckingham, Marcus. "What Great Managers Do", Harvard Business Review, pp. 1-10

Read Maxwell, John. "Developing Your Most Appreciable Asset: People." From Developing the Leader Within You, pp. 115-138.

3.1 Examining the Situational Leadership Model Discussion

Week 4, Module 4:

Values and Leadership

Gardner, Howard. "The Ethical Mind" Harvard Business Review, pp. 1-5

Urbany, "How to Make Values Count ineveryday Decisions" MIT Sloan Management Review, 75-80

Badaracco, Joseph, "The Discipline of Building Character." Harvard Business Review.

4.1 Leadership Ethics and Values Discussion

4.2 Bill Gates/Warren Buffet Interview: Keeping America Great

Week 5, Module 5:

An Emerging New Leadership Model

Schein, E.H. (1996). "Leadership and Organizational Culture." In Hesselbein, F., Goldsmith, M., & Beckhard, R. (Eds.), The Leader of the Future: New Visions, Strategies, and Practices for the Next Era. San Francisco, CA: Jossey-Bass.

Read Deresiewicz, William. "Solitude and Leadership." From The American Scholar.

5.1 Complete Personal Leadership Model Final Paper

5.2 An Evolving New Leadership Model Discussion

Assessment

Assessment of Learning

Leadership Models is a graded course. Your final grade will be based on the successful completion of the discussion and reading assignments and your Personal Leadership Model Final Paper.

Percentage Distribution of Assessments

The following point distributions will apply for specific assignments:

Weekly discussion and participation assignments	70
Personal Leadership Model Final Paper	30

Grading Policies and Practices

Participation Policies: Learners will complete each module (including discussions) before or on their due dates. That there are five modules, and five weeks, learners are expected to complete on module per week. You will have the opportunity to meet synchronously with a classmate for personal support, to share ideas, and to have the experience of live sessions facilitated through technology.

Unfinished work or work requiring revision may be given an Incomplete (IN) grade. In order to qualify for the IN, students must have:

regularly participated in the course modules
completed ¾ of the modules—an incomplete is not an option to repeat the course, it is intended to offer some flexibility for those students who because of life demands are a little behind by the end of the course. Incompletes are expected to be completed in no more than a month of the end of the course.
have a discussion of the incomplete option with the course instructor and a signed copy of the Incomplete Contract form 2 weeks prior to the end of the term.

If the deadline agreed to in the contract is not met, the grade changes automatically and irrevocably to “F.”

Course Grading and Expectations

Grade	Expectations
A	Takes a leadership role in initiating and maintaining the flow and quality of class discussion. Sets an example by being a highly active, enthusiastic and engaged participant and substantive contributor in all course activities. Demonstrates an exceptional understanding of key concepts and ideas and applies that growing knowledge in both written and verbal communications. Displays a strong ability to analyze, synthesize and explain complex issues and ideas and draws on the reading, viewing and other assignments in the course in a way that reflects depth of knowledge and also contributes to the learning experience of others. Is open to the ideas of others, is always respectful, provides thoughtful and encouraging feedback to colleagues and shows a clear appreciation for the values of collaborative learning Engages in meaningful self-reflection and candid self-assessment and is willing to consider the feedback offered by others.
B	Participation and contributions solidly meet course requirements. Demonstrates a good understanding of course content and that knowledge is generally displayed in class discussions, written work and other course assignments. Overall performance and effectiveness, however, do not reach the expectations at the A level.
C	Participation and contributions adequately meet course requirements. Overall performance and effectiveness, however, do not reach the expectations of the B level.
D/F	Participation and contributions do not meet course requirements. Course must be retaken.

Grading Scale

A = 95 to 100	A- = 91 to 94	B+ = 88 to 90
B = 85 to 87	B- = 81 to 84	C+ = 77 to 80
C = 73 to 76	C- = 69 to 72	D+ = 65 to 68
D = 61 to 64	F = 60 or below	INC

Grades lower than a C- do not earn credit at the School for New Learning.

General Assessment Criteria for All Writing Assignments

In general, grading of an assignment will be based on the following:

Content refers to the treatment of the topic logically and analytically. This is the substance, the “what” of the paper; what you had to say about the topic, what you presented in defense of your position, and what your analysis revealed about thought processes and grasp of the material you grappled with.

Organization is the way your paper is arrayed and presented, including both the overall organization and the arrangement of sub-parts. These include: relevant title and subheadings; introductory material, where needed; summaries, where appropriate; connective and transitional links; and what used to be called “rhetoric”: the skillful arrangement of the pieces for maximum persuasive impact on the reader.

Mechanics refers to the use of Spelling and Grammar check, the use of Standard English, the basics of sentence structure and punctuation, and effective and sensitive word choice usage. Mastery of basic communication and writing skills is a must for undergraduate (and graduate) students. The paper you prepare should also use proper APA or MLA citation form for in-text references as well as for bibliography.

Assessment Criteria for your Personal Leadership Model Final Paper

It is important that your personal leadership model paper:

Organizes your supportive evidence into relevant paragraphs that address your subject.
Takes into account a variety of points of view.
Demonstrates your appreciation of other points of view (demonstrates empathy and the ability to account for the vantage points of others).
Demonstrates that you are able to integrate the evidence derived from your chosen sources into your argument according in standard English using proper grammar, mechanics, and sentence structure.
Uses proper quotation form, including introduction of your quotation as well as your commentary following the quotation.
Has an introduction and concluding paragraph.
Contains proper APA or MLA citation form for in-text references as well as for bibliography
Is turned in on time.

Online Discussion

Assessment Criteria for Online Discussion Participation

Participation In the online discussions: your responses will be assessed on whether one or more of the following are present:

Offering ideas or resources and inviting a critique of them
Asking challenging questions
Articulating, explaining and supporting positions on ideas
Exploring and supporting issues by adding explanations and examples
Reflecting on and re-evaluating personal opinions
Offering a critique, challenging, discussing and expanding ideas of others
Negotiating interpretations, definitions and meanings
Summarizing previous contributions and asking the next question
Proposing actions based on ideas that have been developed

The above list was adapted from Gilly Salmon’s book E-Moderating: The key to teaching and learning online.
London: Kogan Page: p.143 (2000).

When you respond to a classmate's post, refrain from simple phrases like, "Great ideas!" or "I like that." Refer to the 9 points above and use words like, "But," "Additionally," "I agree and," "However," "What about," etc.

Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Course Expectations

Time Management and Attendance

SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.

You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.

Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.

This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.

The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.

Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.

You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.

Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.

View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.

If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.

Course Netiquette

Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:

Be polite
Respect other participants’ views or opinions
Think before you write, and ask yourself if you would say the same thing in person
Use positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)
Be sensitive to cultural differences
Avoid hostile, curt or sarcastic comments
No objectionable, sexist, or racist language will be tolerated
Create a positive online community by offering assistance and support to other participants.
Use correct grammar and syntax

Policies

Academic Integrity

DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.

Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.

Plagiarism

Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:

The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's.
Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement.
Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency.
The paraphrasing of another's work or ideas without proper acknowledgement.
Resubmitting one's own previous work from a different course or college, without the permission of the current instructor.

Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.

DePaul University Incomplete Policy

The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.

You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.

If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.

Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.

Description of Pass/Fail Grading Options

Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.

In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.

For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.

Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.

There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.

If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.

For Students Who Need Accommodations Based on the Impact of a Disability

Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:

Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
csd@depaul.edu

Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.

Dean of Students Office

The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.

Protection of Human Subjects

For more information see: http://research.depaul.edu/

Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:

The information you collect is EXCLUSIVELY for the purpose of classroom discussion and will NOT be used after the term is over. If there is any possibility that you will EVER use it in further research or for publication, you must obtain approval from the Local Review Board before you begin.
You assess and ensure that no "harm"—physical, mental, or social—does or could result from either your interviews and/or observations or your discussion and/or reports.
The privacy and confidentiality of those that you interview or observe must be protected. Unless you receive specific permission, in writing, from the person(s) you interview or observe, please change their names, and make sure that their identity cannot be readily ascertained from the information you provide.
If you want to use real names and relationships, they must sign an "informed consent" document. For information on creating an "informed consent document" see, for example, http://www.research.umn.edu/consent.

Copyright and Student Privacy

In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Online classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.

Credits

This course was designed and produced by faculty and staff at SNL Online of the School for New Learning of DePaul University.