ALDR 2900
INTRODUCTION TO LEADERSHIP AND SERVICE
Spring 2003

Instructor Information:

Dr. Chris Langone
112 Four Towers
(706) 542-0715
FAX: (706) 542-0262
E-mail: clangone@arches.uga.edu

Office Hours: After class on Tuesday and Thursday or by appointment. Questions and comments by e-mail or telephone are also welcome.

Graduate Assistant:

Joel Walker
jrwalker@uga.edu

Course Description:

This course will introduce you to the study and practice of leadership from an interdisciplinary perspective in personal, team, organizational and community contexts. The focus is on preparing for leadership roles, developing an orientation to service, becoming innovative and productive in a variety of leadership settings, and developing the capacity to continually learn and grow as lifelong skills. Both theory and practical application of skills will be covered. You will be encouraged to critically examine concepts covered and apply each to your individual personal and leadership contexts. Discussion, class activities, assignments, and projects are designed to enhance personal leadership performance and potential, and thus, your contributions to the organizations and communities in which you work and live.

Course Objectives:

Through participation in this class, you should be able to:

• Define fundamental concepts and theories of leadership
• Identify personal capabilities and areas of potential growth as a leader
• Develop a personal learning plan for targeting specific leadership competencies
• Recognize the value of diversity in individual and cultural attributes, values, and behavior as a foundation of effective leadership
• Develop capacity to lead and empower others through teamwork, group problem solving, decision making, and communication
• Recognize the roles and responsibilities of leader and follower
• Explore ethical issues related to leadership and service
• Explore citizen leadership for service geared toward lasting change and impact
• Develop strategies to plan, implement, and evaluate a leadership project

Major Course Topics

• Leadership Definitions and Theory
• Contemporary and Future Needs for Leadership
• Leadership Principles and Traits
• Leadership for Service
• Personal Leadership Skills Assessment: Understanding Yourself and Your Leadership Potential
• Values, Ethics and Moral Leadership
• Valuing and Fostering Diversity
• Roles and Responsibilities of Followers
• Leadership in Group/Team Processes
• Communication as a Foundation of Effective Leadership
• Decision Making and Problem Solving
• Developing and Implementing Your Leadership Vision
• Motivation and Empowerment
• Strategic Leadership: Needs Assessment, Vision, Goal

Required Materials:

1. Text: The Leadership Experience by Richard Daft. Available at UGA and other bookstores. This is a 2^nd Edition. The text was used last semester so used copies may be available.
2. Course Handouts - Available through WebCT.
3. Supply Card - Purchase at University Bookstore. The supply card covers the cost of the Dimensions of Leadership Profile which will be given to you in class.

Course Structure, Requirements, and Grading

Participation:

The objectives of this course will be accomplished through a high level of student responsibility for learning through participation in class activities, discussion, observation, and successful completion of individual/group assignments. You will be challenged to think critically and creatively as well as to apply content to practical situations. Preparation for and attendance in class are critical.

You are responsible for completing required readings or assignments in preparation for each class. Class lectures and activities will supplement the readings. I encourage you to come to class with questions or comments about the readings. The reading load is not always equal in terms of what is due for each class. Reading ahead or keeping up will help to avoid overload.

Class discussion is a major component of this class. Be sure to read the article assigned on Class Discussion and apply these ideas in class. Completing the required readings and reflecting on them is a foundation for effective and meaningful class discussion. Discussion includes both making your own contributions and also listening attentively and thoughtfully to others' comments.

As leaders, professionalism and work ethic are important, and each student should display and high level of professionalism and a strong work ethic. Because this is a class in leadership and organizational skills, the focus will be on students applying effective interaction skills throughout the semester. This includes coming to class prepared, being ready and willing to contribute, and being on time. We need your energy and ideas to make this class a success!

Reminder: Turn off your cell phone and/or pager before coming to class!

The instructor will use her discretion to deduct points from a student's grade if disruptions to class or non-participation become habitual. Each student's level of participation will also used in making decisions about borderline grades (to lower or raise from one grade to another). See WebCT for description of high level of Participation.

Attendance:

Class meets on Tuesdays and Thursdays from 11:00am until 12:15. Class attendance is important and will count toward your final grade. One of the most important principles of leadership is "being there." Leadership is a process involving a group, therefore, this class reflects the leadership process. Attendance will be taken. Absences are treated similar to work situations. Three personal "leave days" are allowed without points deducted. Each subsequent absence will result in the deduction of 30 points from your final grade. Students are encouraged to discuss special circumstances with the instructor. Your contributions are valuable so please make every effort to attend and participate actively.

Requirement	Possible Points
Quizzes* & assignments	50
Case Study & Presentation	100
Exam 1	100
Exam 2	100
Personal Development Project	100
Group Project	100
TOTAL POSSIBLE POINTS	550

Final course grades will be earned based on the following scale:

• A = 495-550
• B = 440-494
• C = 385-439
• D = 330-384
• F = below 330

* Quizzes will be both announced and unannounced (pop) quizzes designed to encourage timely reading of the material and to familiarize students with typical test questions used.

Changes in the above requirements and grading system may be made at the discretion of the instructor.

Exams:

Exams typically have two parts: objective questions such as multiple choice and true-false and an essay section (mostly short answer). Questions will cover all material from class readings, lectures, discussion, activities, assignments, guest speakers, etc. Exams are to be taken on the day scheduled. Make up exams are given only in extreme circumstances at my discretion.

Work is Due on Time:

All assignments are due at the beginning of class on the due day announced. Late work automatically loses 10% of the total assignment points for each day late. Assignments not turned in during class on the due date are considered a day late.

Written assignments

Written assignments (both major assignments and daily homework) should be typed or word processed. Fasten multiple pages with a staple. Papers with paper clips or folded corners will not be accepted! There is no need to use report covers or binders. Cover pages are not necessary, but be sure to put your name (don't need ID#) on all assignments to be sure to earn credit.

Writing is making sense of life. —Nadine Gordimer

Writing Counts:

Written assignments will be graded on content, style, grammar, and organization (including spelling!). A leader is often judged by the appearance and quality of his/her writing. It is a necessary leadership tool - be effective! Specific evaluation criteria are outlined further on each assignment sheet. A list of references related to effective writing is included on the WebCT page under Student Resources for your use as needed.

Citations:

For any assignments requiring research, provide complete bibliographical information for the sources referenced using the APA format. Cite sources in text and provide a complete reference at the end of the paper (not on a separate page). A guide to APA style is on the WebCT page under Student Resources or available at the library (handouts at reference desk or on-line).

Academic Honesty

The University of Georgia seeks to promote and ensure academic honesty and personal integrity among students and other members of the University community.Academic honesty means performing your own academic work without plagiarism, cheating, lying, tampering, stealing, receiving unauthorized or illegitimate assistance from another person. All students are responsible for knowing the policy and procedures on academic honesty and for maintaining the highest standards of honesty and integrity. Please see the following web site for complete details: http://www/uga.edu/vpaa/polproc/ahpol/main.html

Please let me know how I can help you be effective in this class and develop your unique leadership abilities!!!

Case Study Assignment

A case study is a detailed examination of a single person or group of people, a setting or an event. This examination helps both the person who observes and writes the case study and those who read it to better understand and interpret the situation or actions of individuals. Observing leaders in actual situations or studying leaders of the past is very helpful for developing a better understanding of the process and outcomes of leadership. Observing and analyzing specific leadership traits and how they are exhibited through behavior also help us to understand successful leadership.

Assignment: Write a case study of a leader with a particular focus on 1-2 specific traits, behaviors, styles, personality characteristics or approaches that you think are important to the leader's effectiveness. Through a description of the person, the context, others involved, and specific examples of leadership acts, explain the ways the leader was effective (and possibly not effective).

Include the following: Begin by defining/explaining the trait, characteristic or style and its meaning relevant to leadership. Provide references for your sources (text, dictionary, other) - be sure to include at least one reference that is not the text or a dictionary. Then explain why the trait is important for leadership. Identify the individual you think demonstrates the trait. Be very specific in describing the actions, words, behavior, attitude or opinions of the individual to clearly portray how/why you think the individual exemplifies leadership. For example, what does a person say or do that allows us to know him/her better and learn from their example of leadership?

You may use a person whom you have personally observed (someone you know or work with), an individual reported in the news media, or a historical figure. If you choose a historical or media figure (i.e., someone you do not know personally), provide and document the specific sources to support your comments about the individual and the situation. For example, "based on an article appearing in the August 14, 2001 Atlanta Journal...." The individual does not necessarily have to be a "positional" or formal leader, but should have assumed some leadership role.

Presentation: Be prepared to share, in a brief presentation (approximately 2-3 minutes), the key points of your case study describing the trait, the individual, and how that individual exhibits the trait.

Rationale: To connect abstract characteristics and leadership principles to real-life situations in which individuals must function as leaders; to analyze expectations we have for leaders, to explore the leader-follower relationship, to learn from leaders we consider role models.

Length: Each case study should be no more than two single-spaced pages (no cover sheet, staple).

Evaluation criteria: Appropriateness of the individual, effectiveness in illustrating, effectively connects to leadership, organization and readability (includes grammar, spelling), includes all required components (identification of individual and position, description of situation or context, and thorough illustrations to demonstrate trait), complete and correct citation of references, effectiveness of presentation.

Personal Development Project

Developing as a leader is a journey of exploration that will lead to personal discoveries about your unique leadership potential, style, and abilities. Warren Bennis, in On Becoming a Leader, says that "self-knowledge enables you to freely express yourself and your ideas, to take charge of your life and the situations you are in, and to decide what you want to accomplish in your life." Learning about leadership requires you to understand and practice leadership in diverse situations.

Assignment: Using the results of the Dimensions of Leadership profile, other profiles used in class or in other programs, or texts on leadership, select an area that you would like to be the focus of targeted learning for leadership development. You can either focus on an area that you consider to be a strong dimension but wish to expand or apply in a new context or one you have identified as needing improvement or further development.

Based on the targeted dimension, develop and carry out a plan to expand the impact of an existing talent or improve your skills or modify your approach in the targeted area. This process will involve reflection, background research, and application of learning through leadership experience/activity.

Steps:

• Identify the dimension or target area. What tool or method did you use to determine?
• Analyze (explain) why you think this is an important dimension to develop for improving your leadership abilities.
• Conduct background research on the target area and write a written summary of information learned from each source. This research should provide usable knowledge to inform your project or activity. Use a minimum of 3 sources (books, articles from outside class) that contribute to a greater understanding of the target area.. Sources must be primarily texts or articles. Web-based resources may be used if substantive in terms of information and quality (on-line journals, books), e.g. they provide scholarly, in-depth coverage from a reliable, credible source. Resources must be from materials other than class sources. For example, if you decide to improve your listening skills, study listening from multiple sources. This summary should be 1-2 double-spaced pages and incorporated into a comprehensive paper. More than 3 sources may be used. In your written summary, describe how these sources were used in your project and learning.
• Plan an activity/project/experience that will be an opportunity to apply or practice improvement in your selected dimension.
• State one or more goals that you have in conducting this project. What do you want to accomplish?
• Implementation: Carry out the activity or project.
• Evaluation: Evaluate the results and analyze the experience. For example, describe what you learned? How did you feel about the experience? How did others involved react to your efforts? What plans do you have for continued work on the target area? How can your activity/results be applied to other leadership settings?

Write a report describing each of the above steps. Be specific in your description including activities, setting, people involved, etc. Provide a time line - when did you begin, how long a period did your activity cover, when did you accomplish each step, etc.? While page length may vary depending on your targeted area and activity, typically, this report will be at least 5 double-spaced pages in order to be thorough and fully describe your experience. The best reports tend to be 6-8 pages.

No formal presentation is required; however, we will share project experiences in class so students can learn from one another about different approaches to personal growth and development.

Rationale: True personal knowledge and understanding come from reflecting on your experiences, practicing new experiences, and learning from them. Developing leadership potential involves learning about yourself and continually developing new skills.

Evaluation Criteria: Clear explanation of your analysis (thought process) in selecting a target area, appropriateness of a plan of action to analysis and goal(s) set, realistic goals and action plan (appropriate scope given time frame), sufficient level of depth or challenge to be a meaningful learning experience; clear and organized summary outlining how/what you learned about your leadership skills, style or potential, all required components included in summary; organization and readability.

Team Project

Leadership (especially citizen leadership) involves contributing to the your group, community or organization to improve overall productivity and to enhance the quality of life for all members. Contemporary leadership thought includes a strong focus on service. The concept of service is defined as "contributing to the welfare of others" or "making sure that other people's highest priority needs are being served." According to Robert Greenleaf, the best test of service is "Do those served grow as persons; do they while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants?" Another way to view the concept is to "enhance" the community which you seek to serve. What could you do to improve or enhance any aspect of your community so that all community members become more satisfied, successful, etc.

Assignment: In your role as citizen leaders, develop and carry out a "community service" or "community enhancement" activity that involves all members of your team. "Community" may be defined however the group decides; however, the group's definition of "community" must include everyone in the group. For example, you could consider the University of Georgia or this class as your community, but not the College of Arts & Sciences because not all students are in that college.

Your team will develop and implement the project together. Although tasks to accomplish the team's goal(s) may be divided among individual members, each team member must participate in the overall project. Grades will be determined based on both team/team and individual performance.

Steps/procedures: The questions or steps below outline the process to follow and will be included in your plans and reports:

1. Team: Determine the members of your team.

2. Define Community: Decide and explain how the team defines your community for the purpose of this project. Be sure it is clear how individuals are members of that community.

3. Issue, problem or concern: Determine the issue, problem or concern you would like to address. Why? What process did you use to identify the issue? How is this issue relevant to all members of your community? How does the service help those served and improve your community as a whole?

4. Background research: Conduct background research to illustrate the relevant issues related to your area of concern. Use a minimum of 4 resources (outside resources) to study and explain factors relevant to your issue or problem. Prepare a brief (minimum 3 double spaced pages) paper outlining the relevant issues. Topics might include the causes of the problem, possible solutions, political positions, local/state/national efforts, etc. This section should provide the basis for understanding the problem and needed action. It should provide a clear, logical rationale for your vision, goals, and action.

5. Vision: State a team vision related to your issue. You are not expected to reach your vision; however, it should provide a useful guide or sense of direction for continued action.

6. Goals: State specific team goal(s) for action that can be accomplished for this project. Make sure that the goal is a "service" or "enhancement" to your community. The goal should follow logically from the stated vision in #5. Specify who the recipients of your service are and what you plan to do. Follow guidelines for effective goals (SPARK or other criteria).

7. Steps, Activities, and Time Line: List and describe the steps and time line needed to achieve your goal and the individual(s) responsible for carrying out each step. Be sure to include direct contact with the client being served. Provide the name, address, phone number and email of your contact person.

8. Implementation: Carry out your project. Take photos to document your team efforts (meetings, the actual setting for your project, team members at work, etc.). Digital cameras are available for check-out. Every team member must have direct contact with the agency or client group being served.

9. Evaluation: Evaluate your efforts. Consider the following questions and issues:

• Did you reach your goals?
• What helped or hindered reaching the goals (either related to team process, the task or other factors)? If you were to do this project again, what, if anything, would you do differently?
• With changes, is the project worth doing again?
• How were the recipients or clients of your work affected? How do you know?
• What impact did your efforts have?
• How did working as a team affect the impact (as contrasted an individual acting alone)?
• How might the impact be increased? What people, resources, time, effort, etc. would be needed?

Preliminary Plan: Your team will turn in a preliminary plan addressing Steps 1-7 prior to completing the project. Follow the numbered steps outlined above and provide the appropriate information and answers to the questions posed. Include other information that may be relevant to your project.

Final Written Summary-Team: Complete a written summary addressing Steps 1-9. Be thorough in describing your activities. Be sure to address any comments, suggestions or questions that were made on your preliminary plan. Do not just turn in the plan. Make revisions as necessary to describe what you actually did. It is all right to make changes in an original plan; explain why you had to make changes and what you did that was different. Turn in one comprehensive report for the whole group. If individual members contribute different sections, these should be merged into a single cohesive document.

Written Summary-Individual: Each individual team member will write a separate summary including the following:

• Your personal assessment of the team process as a whole.
• Description of your contribution to the project. What was your role? Were you satisfied with this role? What was your interest in the selected issue and project?
• Your personal evaluation of each individual team member's contribution toward accomplishing the team's goal.
• Explain how the project helped you grow as an individual, leader, and citizen.
• Complete the Rate Your Team Evaluation form (available on WebCT).
• Complete a Team Member Feedback form for each person on your team. Address these two questions: What did this person do help or enhance the team process? What could this person do (or not do) that might improve the team process? These will be shared with your team members (anonymously). Use a separate sheet of paper for each team member.

Presentation: Prepare and present a presentation to the class describing your team project. Include visuals (PowerPoint, transparencies) and handouts to communicate the project effectively. Each team member should have a role in the presentation. Each team will have approximately 15-20 minutes for the presentation.

Rationale: To experience working as a total work team; to apply skills covered in this class; to define and work in a community different from those in which you already act/lead; to explore and practice various aspects of service and citizen leadership; to develop strategies in planning, implementation and evaluation of a leadership project.

Evaluation Criteria: Clear, comprehensive, and organized written summary of all steps and processes; evidence of team effort; involvement of all team members; vision and goal statement follows criteria; realistic and appropriate goal(s) and plans set (given limited time frame); sufficient level of involvement/depth/challenge; level of contact with client team; logical analysis of needs and rationale for action; effective planning and implementation; follows requirements of community service or enhancement; thoughtful analysis on individual summaries of team process; active involvement by each member in the team effort; effective, organized team presentation.

Each team member must have direct contact with the client being served in order to receive credit!

cal/s2003