Page 1 of 11 James Atkinson From: "MICHAEL LINDSEY" <mllind@email.uophx.edu> Newsgroups: DBA.03-14.DBAX1S-06A-LDR711.Course-Materials Sent: Tuesday, March 14, 2006 18:29 Subject: Syllabus LDR 711 Transformational Leadership and Innovation
Page 2 of 11 Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program. Copyright Copyright 2003, 2004 by the University of Phoenix. All rights reserved. University of Phoenix and UniModuleTM are trademarks or registered trademarks of Apollo Group, Inc. in the United States and/or other countries. Microsoft, Windows, and Windows NT are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix editorial standards and practices. Course Syllabus Course Title: LDR/711 Transformational Leadership and Innovation Course Schedule: March 14, 2006 May 8, 2006 Course Location/Times: Online Newsgroups: ONLINE 03.14.DBAXIS-06A.LDR/711-MAIN [This is the Main Classroom, and every learner has the ability to read and write to this newsgroup. This is where class discussion will be held, answers to discussion questions will be posted, weekly summaries submitted, and weekly participation monitored (at least two substantive messages on at least 5 days out of 7 each week). University of Phoenix automatically monitors attendance from posting two messages on any 2 separate days to any of the newsgroups.] 03.14.DBAXIS-06A..LDR/711-ASSIGNMENTS [This newsgroup is used for submission of assignments, such as individual papers and Learning Team projects. Learners only have write-only access to this newsgroup, meaning they can post messages to it, but cannot read any messages that have been submitted, including their own. It is recommended that learners carbon copy (cc) the message to their e-mail address or check the Sent Messages folder to confirm that messages have posted to this newsgroup.] 03.14.DBAXIS-06A..LDR/711-CHAT.ROOM [This read-and-write access newsgroup is for learners to communicate on an informal level. Learners are free to engage in any appropriate discussions, including those that are not based on course content.] 03.14.DBAXIS-06A..LDR/711-COURSE.MATERIALS [This is a read-only newsgroup, which means that students can read messages in the newsgroup but are not able to submit posts. Instructors will use this newsgroup to post materials such as this syllabus, course lectures, and other instructional messages.]
Page 3 of 11 03.14.DBAXIS-06A..LDR/711-LEARNING-TEAM.A [All learners will be divided into three to four smaller groups called Learning Teams. Each team has a newsgroup in which to work. It is important that all Learning Team activities are conducted in this newsgroup.] 03.14.DBAXIS-06A..LDR/711-LEARNING-TEAM.B [Same as Learning Team A] 03.14.DBAXIS-06A..LDR/711-LEARNING-TEAM.C [Same as Learning Team A] 03.14.DBAXIS-06A..LDR/711-LEARNING-TEAM.D [Same as Learning Team A] 03.14.DBAXIS-06A..LDR/711-LEARNING-TEAM.E [Same as Learning Team A] Web Access to Class: Required Texts: Reference Materials: University of Phoenix Materials: Electronic Resources: Instructor s Name: LDR/711 resource course page (This page can be accessed through the University of Phoenix Student Web site at https://mycampus.phoenix.edu/ None Business leadership: A Jossey-Bass reader. (2003). San Francisco: Jossey-Bass Gilkey, R. W. (1999). The 21 st century health care leader. San Francisco: Jossey-Bass. The Jossey-Bass reader on educational leadership. (2000). San Francisco: Jossey-Bass. Wren, D. A. (2004). The history of management thought (5 th ed.). New York: John Wiley and Sons. American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th ed.). Washington, D.C.: Author. Program-specific Research Handbook All required articles and Web sites can be accessed through the Electronic Reserve Readings Michael Lindsey, JD, Ph.D Telephone: 972.980.7459 UoPhx E-mail Address: Alternate E-mail Address: Availability: mllind@email.uophx.edu mllind@swbell.net Please call anytime. I travel quite a bit. However, I check my messages regularly. The Online Weekly Schedule The course week begins on Tuesday and ends on Monday. Please see the following for a breakdown of the week: Day 1 Tuesday Day 2 Wednesday Day 3 Thursday Day 4 Friday Day 5 Saturday Day 6 Sunday Day 7 Monday Course Description Upon completion of this course, learners will be prepared to incorporate the values of transformational leadership into their
Page 4 of 11 personal leadership plan. The learner takes a research-based approach to investigate transformational leadership and innovation in order to create models and expand the body of knowledge. Purpose and Approach LDR/711 is a common course for all doctoral level programs, and it provides a research-based approach to transformational leadership and innovation. The course focuses on the historical aspect of leadership and leadership models. The theoretical knowledge leads to the study and evaluation of transformational leadership and the influence of this type of leadership on organizational advancement and performance. During this course, learners investigate and analyze leadership research and germinal leadership readings with the purpose of constructing a framework around the study of leadership. The framework reflects the effect historical and contemporary literature has on leadership theory and behavior, as well as the application of this literature to the learners own potential area of research. As a culminating activity, learners will use the knowledge and resources acquired during this course to reflect on their cognitive and affective development as leaders. The insights gained from this cogitation are essential in guiding learners as they refine their own personal leadership style and develop an individual plan, incorporating the values of transformational leadership. This personalized leadership plan will continue to evolve and change as you progress through your doctoral program. As a final project, learners will collaborate with their peers to create a new and unique leadership model that builds upon the individual leadership styles of each Learning Team s members. This innovative model reveals how the strengths, skills, and talents of each member of a team can solidify into an organizational culture and spirit capable of extraordinary accomplishments. The first 2 weeks of LDR/711 provide learners with concentrated time to digest the course text and assigned readings. The intent of the assigned readings is to assist learners in establishing a firm historical foundation of leadership and in constructing a research-based comprehension of leadership, which can transfer to real-life settings. During the following 6 weeks, learners will engage in activities, dialogues, and discussions with their facilitator and peers that will challenge their beliefs, expand their knowledge, and create new understandings and visions of leadership. Course Topics and Objectives Leadership History and Models Analyze leadership through doctoral-level research Compare and contrast leadership models Assess the effectiveness of leadership models Evaluate the supporting research contributing to the development of leadership models Transformational Leadership Compare and contrast leadership models Assess the effectiveness of leadership models Evaluate the supporting research contributing to the development of leadership models Transformational Leaders Profile transformational leaders Evaluate the impact of environmental factors on transformational leadership Analyze leadership styles in order to increase team effectiveness Innovation Explain the application of transformational leadership to implement innovation Innovative Models Propose an innovative model of leadership that improves team performance Results/Outcomes of Innovation and Transformational Leadership Propose new models to explain, predict, and improve performance Synthesize aspects of transformational leadership into an individual leadership plan Summarize the outcomes of transformational leadership and innovation Course Readings Philosophy The readings for LDR/711 engender a three-tiered approach to creating the appropriate context for leadership study. The first tier presents several essential, research-based frameworks to assist learners in establishing a solid historical foundation. This universal knowledge base is represented in the three anthological texts: Business Leadership: A Jossey- Bass Reader, The 21 st Century Health Care Leader, and The Jossey-Bass Reader on Educational Leadership. Each of these three texts offers insight in to the complexity of leadership theory as well as focused analyses of how leadership has been and is effectively applied in specific disciplines.
Page 5 of 11 The second tier utilizes Wren s text, The History of Management Thought. This text addresses leadership applications through the evolution of management philosophies, which enables another opportunity for learners to gain a deeper understanding of germinal leadership readings and thought and the relationship between leadership and major management philosophies that has developed over time. In essence, this text should assist learners in understanding the complexity associated with the historical development of leadership knowledge in order to better prepare them for conducting appropriately comprehensive reviews in course assignments and the dissertation. Learners should readily employ the Electronic Reserve Readings and the complete spectrum of the Online Library Collection as the third tier of this reading approach. The vast body of knowledge at learners disposal offers published research findings, conclusions, and recommendations to ground learners in the breadth and depth of the leadership body of knowledge from a variety of perspectives. Ultimately, the continuum of reading material, both required and suggested, allows new doctoral learners the ability to examine the works of others so that they will be able to join the greater conversation within the study of leadership. Course Changes in this document take priority. While the reading assignments and learning objectives remain the same as indicated on the resource page, some of the assignments in this syllabus have been customized for this particular course. Attendance in Online Courses A learner will be considered in attendance for a given week of online instruction if he or she posts at least once in any newsgroup on two different days during the online week of Tuesday through Monday. Deadlines for attendance are based on Mountain Standard Time. Working privately with the instructor via email does not count toward the attendance required by the University. Any learner who fails to make these weekly postings will be required to withdraw from that course without a grade and will subsequently be required to retake the course in directed study format. The Online Campus processes these withdrawals automatically. There is a maximum of three directed studies allowed for a student during the entire program. Directed studies are not an entirely favorable substitute for online classes, as learners miss the valuable interaction of their cohort members. Participation for Online Courses Learners are expected to participate, on at least 5 days out of each 7-day week, in several conference discussions relating to the subject matter for the week. Discussions will take place in the main classroom newsgroup as assigned by the faculty member in the course syllabus. Learners will read, analyze, and respond to questions and comments from the faculty member and fellow learners. Weekly Implications and Conclusions material in personal and/or professional settings. This statement can also include questions for the course facilitator regarding material that may still be unclear. This statement will be formatted with two headings, Implications and Conclusions, and the statement will be sent in the body of an e-mail (not as an attachment) to the main class newsgroup under the thread provided by the course facilitator. Cohorts, Groups, and Teams Learners are grouped together by program (DBA, DM, DHA, or EDD) at their first doctoral residency. Each of these groups is referred to as a cohort. Each cohort may or may not include people who were classmates in COM/705 (the doctoral program entry class). Cohort members matriculate together throughout their program. Cohort members are divided into class groups. In some cases, different cohorts may be put together to form a class group for common courses. For example, DBA cohort members may be grouped with DM cohort members for a SEM/700R class. New class groups are formed for each online class and residency. Each online class group may or may not include people who were classmates in the first residency. In residency and online classes, learners subdivide their groups into Learning Teams. The Learning Team is a cooperative team of 3 to 5 learners who work together to accomplish course team projects. In each online class, learners form new Learning Teams, and as such, Learning Teams may or may not include people who have previously been teamed together. Learning Teams are a vital part of the learning environment at University of Phoenix. Just as groups change in professional work environments, Learning Teams will change at various times throughout the program. The School of Advanced Studies strives to facilitate the opportunity for learners to practice collaborative skills with many members of their cohort along their doctoral journey. Learning Team Concepts: Online Classes Online Learning Teams meet asynchronously in their respective Learning Team newsgroup. It is neither required nor recommended that team members meet outside the Learning Team newsgroup. If members meet outside of the team newsgroup, school policy requires that a transcript of the meeting must be posted in the team newsgroup. Academic Honesty Academic honesty is highly valued at University of Phoenix. You must always submit work that represents your original words or ideas. If any words or ideas used in a class posting or assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or
Page 6 of 11 ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Please see the University of Phoenix Catalog for more information about academic honesty, including consequences of academic dishonesty. Privacy and Confidentiality in the Online Classroom One of the highlights of the University of Phoenix academic experience is that students can draw on the wealth of examples from their organizations in class discussions and in their written work. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature. Students must be mindful of any contracts they have agreed to with their companies. Grading Criteria Late assignments I reserve the right to deduct one point, from the total possible points for an assignment, for each day an assignment is late. Similarly, I reserve the right to refuse to accept any late assignment after Monday night of the just completed week, if we have not negotiated and mutually agreed upon an alternative submission date -- in advance. Feedback I will send feedback on all graded assignments to your personal mailboxes within seven days of the end of each week. Incompletes I do not grant "incompletes" in my course. Point Values for Course ASSIGNMENT Week Due Percent Individual (75%) Leadership Models Assignment 4 15 Transformational Leadership Profile 5 10 Transformational Leadership Plan 8 20 Participation All 30 Learning Team (25%) Learning Team Charter 3 5 Transformational Leadership Learning Team Assignment 6 10 Innovation Learning Team Assignment 8 10 Total 100 How Points and Percentages Equate to Grades 100-95 A 76-73 C 94-90 A- 72-70 C- 89-87 B+ 69-67 D+ 86-83 B 66-63 D 82-80 B- 62-60 D- 79-77 C+ 59 or < F University of Phoenix Grading Guidelines Any learner who does not maintain a minimum grade point average (GPA) of 3.0 will be placed on academic probation, as the learner must meet minimum academic standards to earn his or her degree. Academic probation will last for three consecutive courses, during which time the learner must raise his or her GPA to a minimum of 3.0 and earn a grade of B or better in each course. Any learner who earns a course grade of C+ or lower must repeat that course. A learner repeating the course who is not on academic probation must earn a grade of B- or better. A learner repeating the course who is on academic probation must earn a grade of B or better. The rationale behind this policy is that learners failing to earn a B- or better have not demonstrated doctoral-level comprehension of course material. Standards for Written Work
Page 7 of 11 Depth of Scholarship should represent the learner s careful, thoughtful efforts to cover the key elements of the topic thoroughly. Content should go beyond mere description or paraphrasing. The work should be thematic and based on an analytical framework of the learner s choosing. Originality of Ideas and Research All assignments must demonstrate a unique, creative approach to the problem being studied and represent the original work of the learner. Theoretical and Conceptual Framework should display the learner s understanding of the theories and concepts relevant to the topic. Learners should form their arguments by taking competing concepts and theories into account. Use of Literature should be grounded in appropriate, adequate, and timely academic literature. No specific number of sources is prescribed, but those used should represent the best available references on the topic. Textbooks, newspapers, and magazines are not appropriate references for scholarly work. Substantive Value should contribute substantive value to the understanding of the subject. Clarity and Logic of Presentation should present ideas in a clear manner and with a strong organizational structure. Coverage of facts, arguments, and conclusions should be logically related and consistent. Grammar and Adherence to APA Format The rules governing the grammar and usage of standard American English must be followed, and language should be clear, precise, and appropriate for the intended scholarly audience. When formatting and composing assignments, learners must follow the guidelines described in the Publication Manual of the American Psychological Association and the style guide of the School of Advanced Studies. In addition the overall layout of assignments, including citations and reference pages, should adhere to APA style. Weeks One and Two Reading Weeks Attendance Although learners are not required to participate in online discussion during the first 2 weeks of class, the University s online attendance policy will be enforced. For clarification, the policy is stated below. In order to be in attendance during a week, learners must post at least one message to one of the course newsgroups on 2 separate days. If a learner is not in attendance for 2 or more weeks for a course that is 5 or more weeks in length, he or she will be automatically withdrawn and will not be eligible to receive credit or earn a letter grade. Attendance is taken electronically. 1. Reading : 1) Business leadership: A Jossey-Bass reader: Introduction and Part One. 2) Gilkey: Introduction and Chapter 8 3) The Jossey-Bass Reader on Educational Leadership: Introduction and Chapter 1. 2. Interact online with your peers to broaden your understanding of the material and begin to formulate ideas for the Leadership Models Assignment. Please note that your faculty member will not be facilitating course material during these 2 weeks, and learners are responsible for facilitating discussions and addressing the ideas and issues raised in the readings. 3. Begin preparing the Leadership Models Assignment for submission in Week Four. For this assignment, you should identify models you find most interesting, controversial, or resonant. Look at the foundational research that led to the development of these models, and begin to think about how the different models origins have shaped them. Then, look at how the models relate to one another: Are there points of convergence? Divergence? Are there similarities or differences in the application of these models? How would you rate each model s ability to address contemporary leadership environments? Be prepared to support your findings with references to texts and peerreviewed articles.
Page 8 of 11 4. Implications and Conclusions: newsgroup under the thread provided by the course facilitator. Learners need only submit one Implications and Conclusions statement for Weeks One and Two. Week Three Leadership History and Models Analyze leadership through doctoral-level research 1. Reading : 1) Business leadership: A Jossey-Bass reader: Part Four: Forming the Vision. 2) Gilkey: Chapters 29-31 3) The Jossey-Bass Reader on Educational Leadership: Chapter 10-12. 4) Wren: Part I: Early Management Thought 2. Learning Team Charter Because this course is distinctly different than prior courses in the curriculum, learners are asked to use their work in teams as another avenue for exploring the dynamics of leadership. Each Learning Team will submit a revised Learning Team Charter that should, at a minimum, describe each Learning Team assignment and the manner in which the Learning Team plans to accomplish that assignment. Beyond that description, learners are free to devise additional components to aid in the completion of course assignments and the optimization of skills and learning. It is highly recommended that the team clarify how they will deal with conflict and if they intend to assign project leadership for one or all assignments. 3. Discussion Questions: 4. Implications and Conclusions: newsgroup under the thread provided by the course facilitator. Week Four Transformational Leadership Compare and contrast leadership models Assess the effectiveness of leadership models Evaluate the supporting research contributing to development of leadership models 1. Reading : 1) Business leadership: A Jossey-Bass reader: Chapters 25-27 2) Gilkey: Introduction and Chapters 10-12 3) The Jossey-Bass Reader on Educational Leadership: Chapters 13-15 4) Wren: review Part II: The Scientific Management Era 2. Leadership Models Assignment Submit a 2100-2800-word essay in which you compare and contrast the Pre-Classical, Classical, Modernism, and
Page 9 of 11 Post-Modernism era leadership models. Evaluate the supporting research that contributed to each model s development, and assess the models in terms of effectiveness for its originating timeframe. Assess how the models relate to one another: are there points of convergence or divergence? Provide references to appropriate literature to support your judgments, assertions, and conclusions. 3. Discussion Questions: 4. Implications and Conclusions: newsgroup under the thread provided by the course facilitator. Week Five Transformational Leaders Profile transformational leaders Evaluate the impact of environmental factors on transformational leadership Analyze leadership styles in order to increase individual and team effectiveness 1. Reading : 1) Business leadership: A Jossey-Bass reader: Chapters 27-31 2) Gilkey: Chapters 13 & 14 3) The Jossey-Bass Reader on Educational Leadership: Chapters 21-23 4) Wren: Part III: The Social Person Era 2. Transformational Leader Profile Submit a 1050-1750-word assignment in which you profile the most important leadership role model in your life (someone you actually know or have observed). Include a listing of his or her specific leadership actions and behaviors, a detailed description of his or her leadership practices and skills, a description of how the leader s environment shaped his or her leadership practice and style, and a section detailing how his or her influence is manifested in your personal leadership style. Provide references to appropriate literature to support your judgments, assertions, and conclusions. 3. Discussion Questions: 4. Implications and Conclusions: newsgroup under the thread provided by the course facilitator. Week Six Innovation Explain the application of transformational leadership to implement innovation 1. Reading : 1) Business leadership: A Jossey-Bass reader: Chapters 18-20 2) Gilkey: Chapters 27 & 28 3) The Jossey-Bass Reader on Educational Leadership: Chapter 24
Page 10 of 11 2. Transformational Leadership Learning Team Assignment Submit a 2100 2800-word collaborative assignment that analyzes the leadership styles of each member of your team. Describe how the specific leadership styles enhance or hinder leadership effectiveness when working as a team. Provide references to appropriate literature to support your judgments, assertions, and conclusions. 3. Discussion Questions: 4. Implications and Conclusions: newsgroup under the thread provided by the course facilitator. Week Seven Innovative Models Propose a innovative model of leadership that improves team performance 5. Reading : 1) Business leadership: A Jossey-Bass reader: Chapters 14-16 2) Gilkey: Chapters 23 & 33 3) Wren: Part IV: The Modern Era 6. Discussion Questions: 7. Implications and Conclusions: newsgroup under the thread provided by the course facilitator. Learners need only submit one Implications and Conclusions statement for Weeks One and Two. Week Eight Results and Outcomes of Innovation and Transformational Leadership Synthesize aspects of transformational leadership into an individual leadership plan Summarize the outcomes of transformational leadership and innovation 1. Reading : 1) Business leadership: A Jossey-Bass reader: Chapters 7 & 10 2) Gilkey: Chapter 37 2. Transformational Leadership Plan Submit a 3500-5250-word assignment in which you summarize your understanding of the outcomes of transformational leadership and innovation and translate your course learning into a personal leadership plan. This plan should synthesize aspects of transformational leadership learned in this course with your leadership philosophy. This synthesis need not demonstrate advocacy of any one theory of leadership, but it should demonstrate a definitive
Page 11 of 11 personal stance and trajectory. Provide references to appropriate literature to support your judgments, assertions, and conclusions. 3. Innovation Learning Team Assignment Submit a 2100-2800-word collaborative assignment in which the team develops a new or innovative leadership model that will result in maximizing the spirit (i.e., team spirit, esprit de corps, etc.) of the team. The team s ultimate objective is to attain a spirit that motivates them to a higher level of performance than previously considered possible. What are the specific actions that the team would take? What leadership models would you use as examples? List any organizational or corporate role models that evidence a strong spirit. What makes them unique? Explain the application of transformational leadership in the process, and describe how this innovation would be implemented. 4. Discussion Questions: 5. Implications and Conclusions: newsgroup under the thread provided by the course facilitator. 6. Complete Student End-of-Course Survey Log in to the student ecampus Web site at https://mycampus.phoenix.edu/login.asp to access the Student End-of- Course Survey (SEOCS). These surveys will only be available on the site during the last week of the course. We encourage each learner to actively engage and enhance their academic experience by submitting feedback that identifies strengths and areas for improvement for faculty, curriculum, and the overall program. It is through learner feedback that we gain insight on how to improve the quality of study at the University of Phoenix. Michael Lindsey, JD, Ph.D. University Of Phoenix Online mllind@email.uophx.edu (972) 980-7459