Emotional Intelligence and Leadership Strategic Communication 0821 Fall 2011 Course Syllabus

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1 and Leadership Strategic Communication 0821 Fall 2011 Course Syllabus Dr. Tracey Weiss Elizabeth Housholder, M.S. Office: 229 Weiss Hall Office: 219M Student Center Phone: Phone: Office Hours: T 2:30-3:30 R 2:30-3:30 And By Appointment COURSE GOALS AND LEARNING OUTCOMES: This GenEd Human Behavior course infuses an interdisciplinary approach to understand how the theory of emotional intelligence influences the leadership process. You will be challenged to explore the interconnected role emotional intelligence plays in diverse personal, cultural, political, and business contexts. Additionally, you will be asked to think critically about the evolving thought of leadership theory in general and how an understanding of emotional intelligence competencies offers a concrete lens to enhancing one s leadership capacity on a local, regional, national, and global level in particular. The course will begin with an overview of leadership theory and then continue with units focused on the understanding of the importance of building the competencies involved in selfawareness, cognitive theory, social-awareness, and relationship management. You will engage in personal reflections, class discussions, and small group experiential activities to gain a theoretical understanding of core leadership concepts and assess your own leadership capabilities against these dimensions. During the semester you will design and implement a plan to further your development on these leadership competencies. Additionally, you will venture into the Philadelphia community to observe, volunteer, and interview area leaders in action to understand how leadership theory, and in particular, emotional intelligence, play out in everyday life. By the end of this course you will develop a personal conceptualization of emotional intelligence and leadership as well as an understanding of how it works within our local leadership community to create positive social change. Specifically you will be able to: Apply the lens of emotional intelligence to understand human behavior and leadership success on the individual, group, and organization level

2 2 Develop own cognitive, interpersonal, and intrapersonal skills informed through the lens of emotional intelligence and evolving leadership theory Identify and assess observable leadership behaviors both inside and outside the classroom Recognize and appreciate Temple s metropolitan setting Build collaborative learning and teamwork skills Required Text Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books. Goleman, D. (2002). Primal leadership. Boston: Harvard Business Press. Additional readings will be provided on Blackboard. Course Assignments and Grading Components: 360-Degree Assessment and Implemented Action Plan According to authors Jim Kouzes and Barry Posner, leadership development can be understood in part as self-development. Therefore, a portion of this class will focus on assessing and taking actions to improve upon your own leadership and emotional competencies. This will be done first by administering a 360-degree emotional intelligence competencies assessment. In the second week of class you will take the Emotional and Social Competency Inventory-University Edition assessment as well as send the online questionnaire to six-ten individuals who know you well in a professional and/or personal context. When you receive the results you will then write a four-page analysis of the findings and identify three areas of improvement and the actions you will take to ensure measurable growth. Throughout the semester you will then carry out your prescribed action plan, jotting down personal notes of your progress. At the end of the semester you will then write a five-page report on your development of the emotional intelligence competencies and your goals and action plan for continual improvement. In this paper include examples from your work in your semester-long group project for this course and how you experienced emotional intelligence and leadership within the group context. EI 360 Assessment Raters Submitted EI 360 Assessment Data Submitted EI Development Plan Paper EI Development Plan End-of Semester Paper 20 Points 50 Points 100 Points 200 Points

3 3 Class Talking Points On designated weeks you will be asked to turn in three talking points. These are to be your reflections from the assigned readings of that week answering the reflection questions provided below. Talking points must be typed, and they are meant to reflect your understanding of the readings and should be substantial enough to support that you ve read. For each question write a 4-6 sentence response. You will use these as a guide during designated class discussions and will turn them in at the end of class on the assigned date. Talking Points Questions: Due: September 7 th Reflect on this statement, If you don t know where you re going, any road will get you there. How does self-awareness fit into the process of decision-making? Provide a recent example from your life. What are ways to develop an accurate assessment of self? Why is it important? What are its challenges? Define in your own words the boiling frog concept and the Logan Test and describe how these can play out in your life. Due September 14 th Explain why Goleman says that expertise is a baseline or threshold competency. Which emotional competencies would be useful to ensure that your expertise does not become outdated on the job? When do you think this could be a problem? What will drive people to want to change their behavior? Give examples from the book and your own experience. Utilizing the five components of emotional intelligence described by Goleman in his article, What Makes a Leader, describe a recent boss you have had and what were this person s strengths and weaknesses. Give examples of the impact on employees and teamwork. Due: September 21 st Define in your own words the amygdala hijack. Describe a time that you effectively managed your emotions well and maintained self-control in a stressful situation and a time you did not manage your emotions well. What did you learn from these experiences? Why are innovation and adaptability important competencies for leaders? Give an example, whether from your own life or a well-known leader in our world. Define integrity and why you think Goleman states that credibility stems from integrity. How do you build credibility in your life? Due: October 5 th

4 4 Understanding others is about sensing others feelings and perspectives, and taking an active interest in their concerns. Why is this an important aspect of leadership? Provide an example. Goleman speaks of the importance of reading social and political currents. What does this mean? Does this matter much in leadership? How is this applicable to your life? Do you think giving feedback is a challenging or easy task? Provide an example that supports your answer. Due: October 12 th How are you like everyone in our class? How are you alike with just some in our class? How are you unique to everyone in our class? The reading states that diversity is essential to our society. Do you agree? Why or why not? Refer to Hoopes Intercultural Learning Process Model. What stages best describes you? What experiences/attitude shifts do you think will help you expand your openness to others, if you find that important? Due: November 9 th Comment on this statement, Once you see the events of the day as parts of trends, and those trends as symptoms of underlying system structure, you will be able to consider new ways to manage and new ways to live in a world of complex systems. Provide an example how this plays out in your life. Explain a common problem you experience (paying off a credit card, getting roommates to cooperate in cleaning, etc.) in terms of how XXX explains the relationship between structure and behavior. How does it change your perspective to understand the problem from a systems perspective than a problem of individual behavior? What is a feedback loop? How does feedback alter a system? Provide an example of stabilizing feedback. What are runaway loops or reinforcing feedback? Give an example. Due November 30 th What comes to mind when you think of teamwork? Teambuilding? Group projects? Are these positive or negative feelings? Have your attitudes of these concepts evolved? Why or why not? Goleman states, When studied executives careers derailed, the most common reason for failure was the inability to build and lead a team. Why do you think this is so, and why can building and leading teams be difficult? The Temple Career Center states that 80% of job openings are not advertised. One great way to find out about them is through networking. How can you build and strengthen your network?

5 5 Talking Points Grading Criteria Insightful points that can further class discussion 30% Original thinking and critique 30% Use of readings with sufficient use of evidence using quotes and specific page citations 30% Proofread and grammatically correct 10% Talking Points (20 Points Each) 140 Points Philadelphia Experience Group Project Teams of five-six students will work together throughout the semester to become immersed in the Philadelphia Experience by exploring a core social issue within our community and the way in which leadership and emotional intelligence play out with individual and non-profit organization s work toward addressing the given issue. This semester long project will include the following steps: Background Research: You and your team members will be assigned an organization currently facing a social issue. Your team will need to research the specific social issue on a national and/or global scale and discuss application and impact within the Philadelphia community. Your team will be expected to present a 15-minute presentation on Week 8 of class to educate your peers and demonstrate your understanding of the complexities within the social issue. Your group will be graded on the depth of research conducted, how well you educate the class on the social issue, and how well you present a professional, creative, and engaging presentation. Date Collection: Each team will investigate the selected organization thoroughly through a leadership lens. Each individual team member will need to spend at least ten hours in the field at the selected organization s site. Each individual should log the hours at the site and turn it in to the professors on Week 8 (with at least 5 hours completed) and Week 12 (with all 10 hours completed). You will observe the actions within the organization through either volunteering or participant observation. As part of the required time at the organization, each student will conduct a behavioral event interview, either individually or as a pair, utilizing Behavioral Event Observation. Teams should conduct at least two-three interviews. Data Analysis: Each team will need to analyze the social issue through data collected in the field and in interviews. The goal is to identify central themes which describe the key leadership theories/models and emotional competencies illuminated. Part of your analysis should discuss how the leadership competencies and styles demonstrated impact the organization and its

6 6 effectiveness in accomplishing its mission. Teams will need to specifically cite at least three-four course concepts and be able to provide concrete evidence that these course concepts are applicable to the organization s work. Results: At the end of the semester your team is responsible for creating a three-page executive summary and presenting a minute in-class presentation communicating 1) your understanding of the social issue within the Philadelphia context and data collection methods at the specific organization addressing that issue; 2) your analysis of the organization and individuals who work on this social issue and the way in which leadership theories/models and emotional intelligence competencies play out in their work; and 3) your recommendations, using the ideas you have learned in this class, regarding how you believe (if at all) the site and/or its individuals should approach the situation differently. (Note: Instructors will provide more information and additional support via handouts and class discussions throughout the semester.) Your group will be graded on how well you educate the class on the social issue and course concepts, how well you convey your personal viewpoints and analyses on the organization s effectiveness, and how well you present a professional, creative, and engaging presentation. Organizational contacts will be invited to attend class presentations. Background Research Presentation Final Project Team Executive Summary Final Project Team Presentation 100 Points 115 Points 175 Points Active In-Class Participation The nature of the course allows for active application of what is learned in your everyday living. The philosophy employed is that everyone in our course is a learner and a teacher, and the classes collective learning is contingent in part by the level of active engagement with each student. In order to participate well you must do three things: 1) show up, 2) be prepared (having read the assigned readings), and 3) actively, and constructively, contribute to class. Your attendance/participation will be graded on the basis of your successful completion of these three items. Participation grades will be determined based on the quality of participation in class discussions, team projects and class attendance. Please note it is expected for students to attend and participate in all classes. Students will receive a grade for participation-not attendance, yet it is understood that one-two absences are reasonable due to illness or personal/family emergency. Attendance will be taken prior to the start of each class. Participation 100 Points

7 7 Summary Assignments: Points: EI 360 Assessment Raters Selected 20 Data Submission for EI 360 Assessment 50 EI Development Plan Paper 100 EI Development Plan End-of-Semester 200 Paper Class Talking Points 140 Background Research and Presentation 100 Final Project Executive Summary 115 Final Project Team Presentation 175 Participation/Peer Assessment 100 Total 1000 Grade calculations are made using a point system. The point ranges for determination of final grades are noted below (all decimals are rounded to the nearest whole number). Letter Grade Numerical Equivalent A A B B B C C C D D D F 599-0

8 8 Course Schedule Week Date Topic Readings Assignments Due 1 Aug. 31 Course Introduction What is? 2 Sept. 7 Self-Awareness: Threshold of Working with Chapters 4 Primal Leadership Chapter 7 Talking Points 3 Sept. 14 What is Emotionally Intelligent Leadership? Introduction of Collecting 360 Feedback 4 Sept. 21 Emotional Self-Control, Positive Outlook, and Adaptability Overview and organization of Group Project 5 Sept. 28 Qualitative Research Basics and Participant Observation, How to Conduct a Behavioral Interview 6 Oct. 5 Social-Awareness: Empathy and Listening Skills Working with Chapters 1, 2 & 3 What Makes a Leader Goleman (located on Bb) Working with Chapter 5 Identifying Competencies with Behavioral Interviews (located on Bb) Primal Leadership Chapter 10 Working with Chapter 7 Leading with an Open Heart Heifetz & Linsky (located on Bb) Talking Points EI 360 Assessment Raters Selected (Turn in list for proof that you registered online) Talking Points EI 360 Assessment Data Submitted

9 9 Week Date Topic Readings Assignments Due 7 Oct. 12 Social Awareness: Empathy and Talking Points Cultural Diversity Understanding 360 Feedback and Writing a Development Plan 8 Oct. 19 Group Project Background Research Presentations Exploring Leadership Chapter 5 (located on Bb) Group Project Background Research Presentation Log of 5 observation hours completed 9 Oct. 26 Guest Lecture EI Development Plan Paper 10 Nov. 2 Motivation Theory and Leadership Styles 11 Nov. 9 Cognitive Competencies: Pattern Recognition and Systems Thinking 12 Nov. 16 Relationship Management: Influence and Inspirational Leadership 13 Nov. 23 NO CLASS ENJOY YOUR THANKSGIVING BREAK! Primal Leadership Chapters 4 and 5 Thinking in Systems Introduction & Chapter 1 Working with Chapter 8 Power of Talk Tannen (located on Bb) Talking Points Prepare to give a 3- minute speech: Introduce yourself and tell us about someone who influenced your life Log of 10 observation hours completed

10 10 Week Date Topic Readings Assignments Due 14 Nov. 30 Relationship Management: Conflict Management, Teamwork, Coaching and Mentoring Working with Chapter 9 Talking Points Primal Leadership Chapter 8 15 Dec. 7 Final Presentations Final Group Project Presentations, Logged Hours of Data Collection, and Executive Summary 16 Dec. 14 EI Development Plan End-of- Semester Paper Due via in lieu of a Final Exam EI Development End-of-Semester Paper

11 11 Course Policies Assignments All assignments must be turned in printed out on white paper and typed using 12-point, readable font with 1 margins. All ideas or work other than your own must be properly cited using the APA format ( Students not correctly using APA style will be docked points. Students may only receive a one-week extension on assignments, recognizing that the student will receive 10% docked off the final grade for lateness. No assignment will be accepted late after one week. There are no extensions for in-class presentations. Students who miss an in-class presentation due to an unexcused absence will receive a zero on that assignment. Students who miss an in-class presentation due to an excused absence will have to write a five-page paper on the presentation topic in replace of that assignment and have documented evidence that the absence is excused. Ethical Behavior Plagiarism, cheating and other forms of unethical behavior (see the Undergraduate Bulletin/Rights & Responsibilities/Academic Honesty) will not be tolerated. Confirmed plagiarism or cheating will result in, at minimum, an F for that assignment and quite probably an F for the entire course. While we encourage and hope for open and passionate discussion and critique in class, we also expect you to value others opinions and what they have to teach you. While you may disagree with another s beliefs, attitudes or positions, we expect you to treat that person with respect and direct your discussion to the ideas. Students with Particular Needs Any student who has a need for accommodation based on the impact of a disability should contact us privately to discuss the specific situation as soon as possible. For students with documented disabilities, you should also contact Disability Resources and Services at in 100 Ritter Annex to coordinate reasonable accommodations. Cell Phones & Other Classroom Behavior Please turn cell phones to SILENT and NO texting! There is absolutely no excuse for your cell phone to ring, or even vibrate loudly, during class. If your cell phone continues to be a problem, you will be asked to leave the class. Additionally, we like a lively classroom but ask that you address your comments to the class, rather than just the student sitting next to you. Finally, out of respect to everyone in the classroom, please arrive to class a few minutes before the class begins so we can start on time. If you must arrive late or leave early for a particular class please notify us in advance via . Student and Faculty Academic Rights and Responsibilities- Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and

12 Faculty and Academic Rights and Responsibilities (Policy # ) which can be accessed through the following link: 12