PA 4370 Leadership Course Syllabus Summer 2007 WSTC 1.216, Monday 6:00-9:40

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1 PA 4370 Leadership Course Syllabus Summer 2007 WSTC 1.216, Monday 6:00-9:40 Instructor Contact Information Instructor: Larry D. Terry II Office Phone: None Other Phone: (972) (cell phone) Address: Office Location: WSTC Building, 2 nd floor. Office Hours: Monday 5-6; Or by appointment. Course Pre-requisites, Co-requisites, and/or Other Restrictions None. Course Description Students in this course will learn about leadership, broadly defined, primarily within the context of the public sector. The course will be a combination of learning about leadership through the review of literature during class discussion and participating in a wide variety of hands-on exercises and case-study analyses. The literature and exercises are chosen to address leadership theory, and place them in a real-world context where students will be able to apply various skills and techniques deemed to be essential for successful leadership in the organizational and broader societal setting. Student Learning Objectives/Outcomes 1. To be able to arrive at a functional definition of leadership. 2. To develop student ability define the problem in real-world scenarios, and understand its significance in leadership practice. 3. To understand the unique nature of the public sector leadership and to discuss why government is different from the private sector. 4. To place leadership within the context of the organization, and larger society, and discuss how the development of organization theory over the course of the 20 th century has affected leadership theory and practice. 5. To distinguish power, authority, and legitimate authority and understand the role each plays in leadership. 6. To discuss the concept of moral leadership and other related theoretical constructs related to ethics in leadership. 7. To understand how the most successful leaders are able to influence followers through the effective communication of well-reasoned ideas, proposals, and values reflective of the greater good. 8. To develop a multi-faceted perspective of leadership, where preconceived notions of the born leader or charismatic leader are questioned, allowing students to explore the idea that leadership is laden with skills that can be learned, practiced, and continually developed.

2 Required Textbooks and Materials Required Texts Northouse, Peter G. (2007). Leadership: Theory and Practice (4th ed.). Thousand Oaks, CA: Sage Publications. Please note: In attempt to minimize the costs incurred by purchasing class reading materials, only the abovementioned book was designated as required at both UTD bookstores. However, additional required readings will be assigned via WebCT or handed out prior to the class in which they will be discussed. Suggested Course Materials Suggested Readings/Texts Terry, Larry D. (2003). Leadership of Public Bureaucracies: The Administrator as Conservator (2 nd ed.). Armonk, NY: M.E. Sharpe. Assignments & Academic Calendar Topics, Reading Assignments, Due Dates, Exam Dates WEEK 1 Monday, May 14, 2007 Topic: Class Introduction Exercise: Defining Leadership; Personal Inventory Readings for 5/21: Northouse, Chapter 1, Introduction; Handout Interests, Conflict, and Power: Organizations as Political Systems by Gareth Morgan (please read pgs ). WEEK 2 Monday, May 21, 2007 Topic: Issues, Interests, and Defining the Problem; The Power of Persuasion Exercise: The Alpha Project Film: The Power of Persuasion Readings for 6/4: Mechanization Takes Command: Organizations as Machines by Gareth Morgan; Principles of Scientific Management by Frederick W. Taylor; Bureaucracy by Max Weber; Nature Intervenes: Organizations as Organisms by Gareth Morgan; WEEK 3 Monday, June 4, 2007 Topic: Mechanization of the Organization and Leadership; Organizations as Organisms and Leadership Exercise: The Vacation Dispute Readings for 6/11: Northouse, Chapter 2, Trait Approach; Handout The Sociology of Charismatic Authority by Max Weber; Handout The Rational Ground of Authority by Carl J. Friedrich; WEEK 4 Monday, June 11, 2007 Topic: The Trait Approach; Exploring Power, Authority, and Legitimate Authority

3 Exercise: Ranking Leadership Qualities; Connecticut Valley School Readings for 6/18: Handout Interests, Conflict, and Power by Gareth Morgan (please read pgs ). PLEASE NOTE: For class on June 18, 2007, please bring $5 for a class exercise. WEEK 5 Monday, June 18, 2007 Topic: Power and Leadership Exercise: The Power Game; Midterm Review WEEK 6 Monday June 25, 2007 MIDTERM Readings for 7/2: Handout Government is Different by Paul Appleby; The Use and Abuse of The Public Interest by Brian M. Barry; Northouse Chapter 3, Skills Approach WEEK 7 Monday, July 2, 2007 Topic: The Public Interest and Leadership; Skills Approach Exercise: Town of Tamarack Film: An Inconvenient Truth Readings for 7/2: Northouse Chapter 10, Team Leadership; Handout Mary Parker Follett The Giving of Orders WEEK 8 Monday, July 9, 2007 Topic:Team Leadership Exercise: Newton School Dispute Readings for 7/16: Northouse Chapter 14, Ethics; Handout Bounded Ethicality by Max H. Bazerman; Handout The Psychology of Administrative Decisions by Herbert Simon. WEEK 9 Monday, July 16, 2007 Topic: Ethics and Leadership in the Public Sector Film: The Fog of War Exercise: Film Analysis WEEK 10 Monday, July 23 Class Presentations and Fieldwork Write-Up Due Handout Final Exam Week 11 Monday, July 30

4 Final Exam due by 6:00 p.m. Grading Policy Midterm Exam: 25% Class Participation: 25% Fieldwork Write-Up/Presentation: 25% Final Exam: 25% Course Policies Make-up exams Students must be present for all exams as make up tests will not be allowed. Extra Credit There will be no extra credit assignments available. Late Work All work is expected to be submitted on the specified due date. Late work will not be accepted. Special Assignments This semester, each student will be required to engage in fieldwork as a part of this course s assignment requirement. In order to gain a better understanding of leadership theory and practice, each student will identify a public sector leader working in the DFW area and conduct an interview. The person selected for the interview, and the interview script must be approved by the instructor prior to the meeting. The interview is intended to provide insight on the various styles, skills, and experiences that leaders in the public sector utilize in order to address complex issues related to the public interest. Students will be required to write a 4-5 page paper on their experience with the selected leader, and the most complete papers will integrate the semester s readings with the interview. The paper is due on Monday July 23, 2007 at 6:00 p.m. Students will also be required to develop and present their findings with the class on Monday, July 23, Each student s presentation date will be determined over the course of the semester. Class Attendance A healthy class experience is dependent upon not only the instructor, but also instructor-student and student-student interactions. This class not only incorporates a manageable amount of readings, but also injects real-world exercises that allow students to put leadership theory in to practice. As such, it is imperative that students not only attend class (promptly, of course), but arrive prepared to engage in MEANINGFUL discussions that add to every individual s knowledge including the instructor s. As you will see, class participation representative of 25% of the final grade, and this will be determined in two ways: first, students will be expected to arrive to class ready to discuss the week s readings. Valuable class contributions will be based on the readings or other RELEVANT information. Please feel free to introduce alternative readings or present examples that are reflective of current events. Second, because this class is exerciseintensive, each student will be expected to come prepared for the week s activity. This means devoting the proper time to read, analyze, strategize, and prepare for the selected exercise prior to attending class. Poorly prepared students not only affect their own grades, but diminish the overall learning experience of his or her classmates. Classroom Citizenship

5 It is expected that each student is respectful of the learning environment and all who attend. While disagreement and discussion is not only unavoidable, but welcomed, it must be done so in a respectful manner. Please remember that we all have different points of origin, and that our educational experiences have been cultivated in a diverse number of ways. Pluralism can be a pleasurable experience. Assignment Format Assignments in this class must reflect the following criteria: Font: Times New Roman, Size 12 Cover Page with Assignment Title, Class Title, Date, and Student Name Page Numbers APA or MLA citations Please see the attached example, and use as a guide for your fieldwork write up and final exam. If you have any questions, please see the instructor. Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V, Rules on Student Services and Activities of the university s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/ ). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as one s own work or material that is not one s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.

6 Use Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, raises some issues concerning security and the identity of each individual in an exchange. The university encourages all official student correspondence be sent only to a student s U.T. Dallas address and that faculty and staff consider from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent ). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the

7 required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box Richardson, Texas (972) (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the student s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC (b), and the student and instructor will abide by the decision of the chief executive officer or designee. Off-Campus Instruction and Course Activities

8 Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below. Additional information is available from the office of the school dean. ( These descriptions and timelines are subject to change at the discretion of the Professor.

9 Larry D. Terry II PA Kiel 3 December 2004 The European Union as an Organization: Linking Organizational Characteristics and Culture to Performance Organizations do not form accidentally or spontaneously. They are created because of one or more individuals perceive that the coordinated and concerted action of a number of people can accomplish something that individual action cannot. - Edgar H. Schein In the summer of 1950, six European countries embarked on a journey that would have significant social, political, and economic implications for the remainder of the 20 th, and beginning of the 21 st century; France, the German Federal Republic, Italy, Belgium, the Netherlands, and Luxembourg agreed on an outline for a treaty that would establish the European Coal and Steel Community (ECSC). The ECSC was revolutionary in that it united (at least economically) perennial adversaries France and Germany in an organization that, below the surface, represented the potential for a future of peace in Europe. French foreign minister Robert Schuman s commentary on the establishment of the ECSC asserts its historical significance: within the framework of an organization open to the participation of the other countries of Europe the solidarity in production thus established will make it plain that any war between France and Germany becomes not merely unthinkable, but materially impossible this [organization] will build the first concrete foundation of a European federation which is indispensable to the preservation of peace (Pinder 1998, 3). Considering the fact that war ravaged and divided Europe for a significant portion of the first half of the 20 th century, Schuman s aspirations for the potential development of a European federation was perhaps overly idealistic at the time. In fact, the process

10 that ultimately yielded the ECSC was not without its share of difficulties, as a number of political and ideological differences almost prevented the organization from ever coming to fruition. For example, early proposals to establish a European Union were discounted because notions of national sovereignty kept countries such as France from entering organizational agreements. General Charles de Gaulle was ardently in opposition to joining a federation despite suggestions to mobilize popular support for a constituent assembly, in which people s representatives would draw up a European constitution (Pinder 1998, 5). It was assumed by de Gaulle and other heads of state that upon the relinquishment of even the slightest amount of sovereignty, historically hegemonic states such as Germany would dominate the federation s power structure and policy-making authority. French political activist Jean Monnet realized that issues of national sovereignty could potentially be divisive enough to prevent the development of a European federation; thus, he, along with Robert Schuman, Konrad Adenauer, and Paul Henri Spaak developed an organizational proposal that would present a decisive point on which the six countries could collectively agree (Pinder 1998, 5). The idea was that if it was possible to entice the skeptical states to enter an agreement that would facilitate the development of economic relationships, perhaps the interdependence of policy logics would promote a spillover effect into others [As a result] the agents are set in a specific course of action, [and] they find themselves obliged to take further actions which point them in a direction which they did not necessarily intend to go [The states would be] more and more involved in the whole process, even though no great formal proclamation on federalism has been announced (Bellier and Wilson 2000, 35).

11 References Pinder, J. (1998). The Building of the European Union. Oxford: Oxford University Press. Bellier, I., and T.M. Wilson (eds.). (2000). An Anthropology of the European Union: Building, Imagining, and Experiencing the New Europe. Oxford: Berg.