UT Dallas Syllabus For Ob6321.501.10s Taught by Joseph Picken (jcp016300)

PRINCIPLES OF LEADERSHIP
OB 6321.501 Spring 2010

Class Meeting Dr. Joseph C. Picken
Mon-Wed 5:30 – 6:45 SOM 2.802 SOM 4.212
Office Hours: Mon-Wed 3:00 – 4:30 PM Email: jpicken@utdallas.edu
Or by appointment Phone (UTD office): (972) 883-4986
INTRODUCTION
What makes a leader? Are management and leadership the same…or are they different? What are the essential qualities
of leadership? Are leaders born, or can the skills of leadership be learned and developed? If leadership skills can be
developed, how can one become a more effective leader? This course will explore these and other questions within the
framework of the learning objectives set forth below.
LEARNING OBJECTIVES
Upon successful completion of this course, students will:
 Understand the fundamental concepts of leadership in organizations, including emotional intelligence and
leadership styles; leadership as a relationship; leadership as a process, and how the actions and behaviors of
leaders influence organizational outcomes.
 Utilizing various instruments and exercises, assess and evaluate personal strengths, limitations and
performance in leadership roles, and use the insights gained to outline a personal action plan for the
development of leadership skills.
 Demonstrate the ability to apply the concepts, tools and frameworks presented in the readings and lectures to
the analysis, interpretation and prioritization of organizational issues presented in case studies.
 Demonstrate the ability to develop and communicate appropriate recommendations for action with respect to
organizational problems presented in case studies.
TEXT, READINGS & CASES

The course will be organized around Goleman’s Working with Emotional Intelligence and Kouzes & Posner’s The
Leadership Challenge, supplemented with selected readings. Case analyses and discussions will be used to illustrate the
application of the concepts. All of the materials listed below are required and are available at the UTD Bookstore, at Off
Campus Books on Campbell Road or through the Online Journals service of UTD’s McDermott Library.
 Text: Goleman, Daniel. 1998. Working with Emotional Intelligence. Bantam Books. New York. ISBN 0-553-37858-9. (list
price $16.95)
 Text: Kouzes, J. M. and Posner, B. Z. 2007. The Leadership Challenge, 4th ed. Jossey-Bass Publishers. San Francisco. ISBN-
13: 978-0-7879-8492-2 (list price $21.95).
 Course Pack: Cases and selected readings (available at UTD Bookstore and Off-Campus Books).
 Electronic Readings: Download eJournals as required. (see ASSIGNMENTS below). The electronic readings are available
at no charge on the UTD McDermott Library website (http://www.utdallas.edu/library/collections/journals.htm)
 Bar-On Emotional Quotient (EQ-i) Assessment Instrument. You must register for this assessment and pay the fee at Off-
Campus Books no later than Wednesday, January 20st. Assessment will be performed online. Instructions will be provided.
SELF INTRODUCTION
Each student should post a Self-Introduction in the Discussion area of WebCT prior to the second class (January 13th).
Guidelines are provided on the WebCT Discussion page. This information will be used to set up my gradebook and
assist in the formation of groups for the course.
#syl-ob6321.501.10s-@jcp016300-üu2513xs.docx
Revised: December 1, 2009 1
Printed: December 2, 2009
OB 6321 PRINCIPLES OF LEADERSHIP
DR. JOSEPH C. PICKEN
GROUP ASSIGNMENTS
A significant part of the work in this course will be done in groups. Students should form study groups of 4 students
each during the first two weeks of the course. A group roster with contact information should be turned in to the
instructor at the beginning of class on Monday, January 25th. A peer review process will be utilized to provide input to
the final grade on group activities.
LECTURE NOTES
The MS Powerpoint slides used in lectures and case discussions will be available on WebCT (http://webct.utdallas.edu)
under course ID OB 6321.501. You should be able to access WebCT with your UTD Unix ID and password. Call
computer services at (972) 883-2911 if you need assistance.
GRADING
Grading will be based on both individual and group assignments as detailed below. Individual assignments and
participation will comprise 35% of the course grade; group assignments will comprise the remaining 65%. The class
participation grade will be based on attendance and participation in class discussions. The grading weights and due
dates for all assignments are summarized in the table below:
ASSIGN- DESCRIPTION GROUP/ DUE FORMAT WEIGHT
MENT INDIV DATE
WA#1 Leadership Development Objectives (LDAP I) Individual 1/20/10 Essay 4%
WA#2 Emotional Intelligence Self-Assessment (LDAP II) Individual 1/27/10 Essay 3%
WA#3 Group Project Proposal Group 2/03/10 Essay 0%
WA#4 Primerica: Sandy Weill and His Corporate Entrepreneurs Group 2/15/10 Outline 10%
WA#5 Charlotte Beers at Oglivy & Mather Worldwide (A) Group 2/22/10 Outline 10%
WA#6 Lou Gerstner Group 3/01/10 Outline 10%
WA#7 Jan Carlzon: CEO at SAS (A) Group 3/10/10 Outline 10%
WA#8 Erik Peterson (A) Group 4/05/10 Outline 10%
WA#9 Strategic Leadership Self Assessment (LDAP III) Individual 4/12/10 Essay 3%
WA#10 Leadership Development Action Plan (LDAP IV) Individual 4/21/10 Essay 10%
WA#11 Group Project and Presentation Group 4/28/10 Essay 15%
WA#12 Peer Evaluation Form Individual 4/28/10 Form 0%
Participation Class Participation Credit Individual N/A 15%
TOTAL 100%
I will provide you with a written grade sheet and critique of each graded assignment. The grading sheets I will use for
each assignment will be posted on Web CT. In each case, I will be looking for evidence that you understand the
concepts and frameworks provided in the readings and lectures and are able to apply them effectively in your analysis.
The discussion questions provided for each case are intended to help you focus on the important issues. I expect you to
fully address each of the discussion questions in your response. Page limits and format guidelines will be monitored;
abuse will be noted in your communications grade.
PEER EVALUATION
A peer evaluation process will be utilized to adjust individual grades on all group assignments (maximum range of +/-
20% of the group grade). The peer evaluation form (attached) will be completed individually and turned in as WA#12
on April 28th. See example posted under Course Materials on WebCT.
GUIDELINES FOR WRITTEN ASSIGNMENTS

Due Dates and Late Paper Policy. Written assignments are due at the beginning of class on the date assigned (and can
be emailed to me if you are unable to attend the class). Late papers turned in within one week following the due date
will be graded, but 10 points will be deducted from the grade. Late papers turned in within two weeks after the due date
will be graded, but 15 points will be deducted from the grade. Late papers not received within two weeks of the due
date will receive a zero. No late paper flexibility will be allowed on group papers or projects.
Format. The body of each written assignment should comply with the page length guidelines specified for the assignment.
The use of charts and exhibits is encouraged, to the extent that they help you make your points. Charts and exhibits should
be numbered and appropriately referenced in the body of the document. A list of references should be attached as required.
Cover pages, charts or exhibits, and lists of references are not included in the page count. The manuscript should use 11-12
point type, double-spaced, with 1” margins all around. Appropriate titles and section headings should be used. Number the
pages, put the course number and your name(s) at the top of each page and staple in the upper left corner. Binders and
report covers are neither necessary nor desired.
Outline Form Response. Several of the assignments specify an outline form response. I will expect a statement of the
question followed by a bulleted or numbered list of the key items in your response. (see example posted under Course
Materials on WebCT).
Essay Form Response. Other assignments specify an essay form response. I will expect a well organized paper that
addresses the case questions and uses section headings, bulleted lists, charts and exhibits as appropriate to clearly
communicate your message.
Electronic Submissions. If you submit a paper by email, the file name should identify the course, assignment number and
your name or Group ID. For example, “OB 6321_2_JSmith.doc” would identify John Smith’s Written Assignment #2.
Effective written and oral communications are critically important in the business world. It is equally important that
students "put their best foot forward" in classroom presentations and written assignments. Poor organization,
convoluted sentence structures, mangled grammar and misspelled words have no place in effective communications,
and will be considered in the evaluation of your work and ideas.
LEADERSHIP DEVELOPMENT ACTION PLAN

During the semester, each individual will be responsible for the development of a personal Leadership Development
Action Plan. This plan will be submitted in four parts (see Assignments for details):
 WA#1 – Leadership Development Objectives (1/20)

 WA#2 – Emotional Intelligence Self-Assessment (Bar-On EQ-i self-assessment – taken online) (1/27)
 WA#9 – Strategic Leadership Self Assessment (Strategic Leadership Self Assessment – Web CT) (4/12)
 WA#10 – Leadership Development Action Plan (4/21)
Two self-assessment instruments will be administered during the course. The purpose of these assessments is to help
you understand your emotional intelligence capacities and personal leadership styles. Written Assignments #2 and #9
will summarize the observations and insights gained from these self-assessments, identifying potential areas for
improvement in your leadership skills and behaviors. In addition, during the semester, you will participate in a number
of self-discovery exercises.
The Leadership Development Action Plan (WA#10) will summarize and incorporate the findings and observations you
reported in written assignments #1, 2, and 9, and the results of the self-discovery exercises completed in class. In the
aggregate, these four Leadership Development assignments will comprise 20% of your final grade.
GROUP PROJECT/PRESENTATION
Each group will be responsible for the completion of a group research project entitled “Leadership in Action”. A brief
Project Proposal will be due on February 3rd. A written report and presentation to the class will be due on April 28th.
Guidelines for the project are summarized below:
 Identify a contemporary business leader who has been prominent in the news (major story in Wall Street Journal, Business
Week or Fortune) because of his leadership role in a major organizational event in the last 6 months.
 Prepare a brief (2-3 page) Project Proposal, identifying the contemporary leader and the major organizational event you plan
to research, and explaining why you chose this individual and event to study. Attach a copy of the base article (major profile
or story) to the paper.
 Research and evaluate the leader’s role and performance in the major organizational event (citing at least six additional
substantive references) in light of the concepts and frameworks developed throughout the course.
 Prepare a comprehensive (12-15 page) Project Report that addresses the following:
- Individual background and career development of the leader
- Company background and discussion of major organizational event (strategic relevance, outcome)
- Role of the leader in major organizational event
- Analysis of leadership style and performance – how did it influence the outcome of the major event?
- Analysis of leadership process (following Kouznes and Posner) – how did it influence the outcome of the major event?
- Evaluation of leadership effectiveness (what the leader did well; what could have been improved?)
- Recommendations: how could the leader have been more effective in the context of this situation?
 Prepare a brief presentation to the class that summarizes your findings.
CLASS DISCUSSION
It is expected that you will come to class on time and be prepared to participate in an active and spirited discussion of
the readings and cases. One of the strengths of an MBA class is that each of you brings different perspectives from your
background, education and work experiences, and the sharing of these perspectives as they bear on the material enriches
us all. Attendance and the quality of your preparation and participation will be evaluated in the class participation grade.
CASE ANALYSIS GUIDELINES

Written assignments and exams will often require the analysis of case situations. In addition, preparation for class
discussions will often require case analyses. These assignments are designed to evaluate and develop your skills in:
• identifying key organizational issues (decisions or actions required in a given situation)
• analyzing the situation (identifying problems; understanding the underlying causal factors; and identifying and
evaluating options)
• recommending specific actions to address the key issues.
The following approach to case analysis is recommended:
• Read the case quickly. Identify the key issues and decisions/actions required.
• Decide what kind of recommendations should be made (and to whom)
• Choose appropriate analytical tools/frameworks from those contained in the readings
• Reread the case. Analyze the situation thoroughly
• Draw logical conclusions based on your analysis
• Make specific recommendations for action (what should be done, who should do it, when and in what sequence?).
In general, there are no “right” or “wrong” answers for a specific case – different approaches and insights are
possible, depending on your individual perspective and approach. Regardless of your approach and conclusions,
I expect you to make recommendations that: (1) address the identified issues; (2) follow logically from your
analysis and conclusions; and (3) make sense (are feasible) in the context of the case situation.
OFFICE HOURS AND CONSULTATIONS

Scheduled office hours will be held in SOM 4.212 from 3:00 - 4:30 pm on Monday and Wednesday afternoons before
class. I will also be available at other times by appointment. Consultation and mentoring are an important part of my job
and I encourage you to meet with me individually for any reason. I look forward to the opportunity to work with you.
UNAVOIDABLE ABSENCE
From time to time, it may be necessary to miss a class due to illness or travel. Within reason, I will be flexible in
accommodating your needs, but would appreciate prior notice by email. Required written assignments must be turned in
prior to the missed class (email is acceptable).
UNIVERSITY POLICIES
Off-campus Instruction and Course Activities. 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 http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional
information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated
with this course.
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, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, 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, 972/883-6391).
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.
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.
Email Use. 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, email raises some issues concerning security and the identity of each individual in
an email exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email 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 email 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 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 1.610 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 830688
Richardson, Texas 75083-0688
(972) 883-2098 (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 51.911(b), and the student and
instructor will abide by the decision of the chief executive officer or designee.
ASSIGNMENTS
SESSION/ SESSION TOPIC/PREPARATION WRITTEN
DATE ASSIGNMENT
1 Course Introduction
Mon  Reading: Kouzes & Posner: Ch 1-2
1/11  Reading: Acton Foundation: Stars & Steppingstones (WebCT)
 The Challenges of Strategic Leadership: Historical Perspective
 Self- Introduction: See WebCT Discussion Area for Instructions
2 What is Leadership? Complete Self-
Wed  Kotter: What Leaders Really Do (HBR 90309) (eJournal) (Dec 2001) Introduction
1/13  Zaleznik: Managers and Leaders: Are they Different? (HBR 92211) (eJournal) (Mar-Apr 1992) (see Web CT
 Giuliani: The Core Principles of Leadership (Web CT Course Materials) discussion area)
 McGarvey: Field Guide to the New CEO (Web CT Course Materials)
 Welch: Five Questions to Ask (Web CT Course Materials)
Discussion Questions: Consider Giuliani’s Core Principles of Leadership, McGarvey’s Field Guide Prepare
to the New CEO, Welch’s Five Questions to Ask, and Kouzes & Posner’s Credibility is the discussion
Foundation of Leadership (pp 23-32) questions for
1. How do the leadership traits enumerated in these three different articles compare? How class discussion
are they similar? How are they different?
2. Consider the Model of Leadership presented in the lecture slides (S01). Which aspects of
Complete
leadership does each of these three articles emphasize? What have they left out?
online self-
3. Are any of these perspectives complete (do they stand alone)? Why or why not? assessment
Self-Assessment: Bar-On Emotional Quotient (EQ-i) Instrument. (Bar-On EQ-i)
by 1/19/10
 Instructions will be provided in class. Assessment must be completed by midnight on 1/19/09
3 Emotional Intelligence: Overview WA#1
Wed  Goleman: Ch 1-4 Leadership
1/20  Video: Emotional Intelligence with Daniel Goleman Development
WA#1 – Leadership Development Objectives (3-4 pp; essay form) Objectives
 Describe your leadership experience, summarize your perceived leadership strengths and LDAP I
weaknesses, and outline your leadership development objectives over 2, 5, and 10 year horizons. (Individual)
Consider the perspectives outlined in Stars & Steppingstones. (What kind of leader do you want
to become? What knowledge, skills and experience do you need to reach your goals?). Identify
and discuss at least five specific and measurable goals (objective, time frame, etc.) for personal
focus and development.
4 Emotional Intelligence: Self Control & Motivation Group Rosters
Mon  Goleman: Ch 5-6 are due prior to
1/25  Self-Assessment: Bar-On EQ-i results will be provided at the end of class. class on 1/25
DATE ASSIGNMENT
5 Emotional Intelligence: People Skills
Wed  Goleman: Ch 7-9
1/27 WA#2 – Emotional Intelligence Self- Assessment (ECI-U Instrument) (3-4 pp; essay form) WA#2 –
Emotional
 In a brief essay, summarize the results of your Bar-On EQ-i Assessment (What were your Intelligence
strengths? What were your weaknesses? Were you surprised by any of the results? In what areas Self Assessment
do you need to focus and develop to accomplish your Leadership Development Objectives? [as LDAP II
detailed in LDAP I]). What actions do you plan to take to increase your emotional competencies (Individual)
in these areas? Attach a copy of the summary output (pp 3-4) to your paper.
6 Leadership as a Relationship
Mon  Kouzes & Posner, Ch 1-2
2/1  Maccoby: Why People Follow the Leader: The Power of Transference (HBR R0409E) (eJournal)
(Sep 2004)
 Kellerman: What Every Leader Needs to Know about Followers ((HBR R0712F) (eJournal) (Dec
2007)
7 Modeling the Way (Find Your Voice; Set the Example) WA#3 -
Wed  Kouzes & Posner: Ch 3-4 Group Project
2/3  Badaracco: The Discipline of Building Character (HBR 98201) (eJournal) (Mar-Apr 1998) Proposal
 Goffee & Jones: Managing Authenticity: The Paradox of Great Leadership (HBR R0512E) (Group)
(eJournal) (Dec 2005)
WA#3 – Group Project Proposal (2-3 pp; essay form)
 Identify the contemporary leader and the major organizational event you plan to research.
8 Modeling the Way (Find Your Voice; Set the Example) Complete
Mon  Quinn: Moments of Greatness: Entering the Fundamental State of Leadership (HBR 0507F) exercise and
2/8 (eJournal) (Jul-Aug 2005) bring two
 Exercise: Write a Tribute to Yourself (Web CT Course Materials). Complete and bring two copies to class
copies to class (one copy to instructor)
9 How Leaders Get Things Done – Leadership Styles
Wed  Goleman: Leadership That Gets Results (HBR R00204) (eJournal) (Mar-Apr 2000)
2/10  Spreier, Fontaine & Malloy: Leadership Run Amok: The Destructive Potential of
Overachievers(HBR 0606D) (eJournal) (Jun 2006)
 Rooke & Torbert: Seven Transformations of Leadership (HBR 0504D) (eJournal) (Apr 2005)
10 Modeling the Way (Find Your Voice; Set the Example) WA#4 –
Mon  Case: Primerica: Sandy Weill and His Corporate Entrepreneurs (HBS 9-393-040) Case Analysis
2/15 WA#4 – Case Analysis (5-6 pp; outline form) (Group)
1. Did Sandy Weill have a clear sense of his personal values and beliefs? What were they?
2. Were Weill’s personal values and beliefs effectively reflected in his business philosophy? In the
shared values and culture of the organizations he led?
3. What management style(s) (Goleman’s framework) did Weill appear to use most frequently?
Most effectively? What other styles did he appear to use in this case? What conclusions can you
reach about Weill’s emotional intelligence competencies – strengths and weaknesses – based on
the leadership styles employed?
4. What action logic (Rooke & Torbert’s framework) was apparent in Weill’s actions in the early
years of his career? What action logic was most apparent in the later years? Do you see (and can
you explain) a pattern of evolution through the case?
5. Most of the organizations acquired by Weill’s companies had unique cultures. What actions did
Weill take to align the cultures of these organizations with his own values and beliefs? How
successful was he? What kinds of impacts did his actions have on the workplace climate (Spreier
et al)?
11 Inspiring a Shared Vision (Envision the Future; Enlist Others) Complete
Wed  Kouzes & Posner: Ch 5-6 exercise and
2/17 bring two
 Palmisano: Leading Change when Business is Good. (HBR) R0412C) (eJournal) (Dec 2004)
copies to class
 Jick: The Vision Thing (HBS 9-490-019)
 Exercise: Lifeline Exercise (Web CT Course Materials) Complete and bring two copies to class.
DATE ASSIGNMENT
12 Inspiring a Shared Vision (Envision the Future; Enlist Others) WA#5 -
Mon  Example: MLK: I Have a Dream speech (recording) (Web CT Course Materials) Case Analysis
2/22 (Group)
 Case: Charlotte Beers at Oglivy & Mather Worldwide (A) (HBS 495-031)
WA#5 – Case Analysis (5-6 pp; outline form)
1. What was Charlotte Beers’ vision for O&M Worldwide? How were Beers’ personal values and
beliefs reflected in her vision for the company? What was her dominant action logic (Rooke &
Torbert’s framework)?
2. Did her vision meet the criteria set forth on the second page of Jick’s article? What shortfalls
appear? How important do you think these will be?
3. How would the company Beers envisioned be different from the company she joined in 1992?
What had to change in terms of strategy, structure, processes, culture and people to achieve her
objectives?
4. Evaluate the “visioning process” employed by Beers (see Jick, p.4). Was the vision hers alone or
was it co-created with her constituents? Was she able to create a credible “bridge” from the rich
traditions and history of the firm to a new vision for the future?
5. Can you relate Beers’ experience in creating and selling her vision to the ideas expressed in
K&P’s Chapters 5 and 6? How? How successful was Beers in communicating her vision
throughout the organization? What problems and challenges did she experience?
13 Challenging the Process (Search for Opportunities; Experiment and Take Risks) Complete
Wed  Kouzes & Posner: Ch 7-8 exercise and
2/24 bring two
 Exercise: Developing Psychological Hardiness (Web CT Course Materials). Complete and
copies to class
bring two copies to class.
14 Challenging the Process (Search for Opportunities; Experiment and Take Risks) WA#6 -
Mon  Case: Lou Gerstner HBS 9-485-176 Case Analysis
3/1 (Group)
WA#6 – Case Analysis (5-6 pp; outline form):
1. Was Gerstner a credible leader in the eyes of his constituents? (see K&P, Chapter 2). Was he
forward-looking? What was his vision?
2. Which of the leadership styles described by Goleman were used most frequently by Gerstner in
the case? Which were not observed? What conclusions can you reach about Gerstner’s emotional
intelligence competencies –strengths and weaknesses– based on the leadership styles employed?
3. What action logic (Rooke & Torbert’s framework) was apparent in Gerstner’s actions in the first
two years of his tenure? What action logic was most apparent in the later years? Do you see (and
can you explain) a pattern of evolution through the case?
4. How effective was Gerstner in addressing the problems he found at American Express? Did he
seize the initiative, make challenge meaningful, innovate and create and look outward for fresh
ideas? Provide examples to support your conclusions.
5. Was the environment at American Express one in which the employees felt free to innovate,
experiment and take risks? Did the environment promote psychological hardiness? What actions
did Gerstner take to create this environment? How successful was he?
15 Enabling Others to Act (Foster Collaboration; Strengthen Others) Complete both
Wed  Kouzes & Posner: Ch 9-10) exercises and
3/3 bring two
 Exercise: Collaboration Audit (Web CT Course Materials). Complete and bring to class.
copies of each
 Exercise: How Powerful do you Feel? (Web CT Course Materials). Complete and bring to class. to class
16 Encouraging the Heart (Recognize Contributions; Celebrate the Values and Victories; Leadership is Analyze
Mon Everyone’s Business) Thatcher’s
3/8  Kouzes & Posner Ch 11-13 remarks per
questions in
 Thatcher: Remarks at the Funeral of Former President Ronald Reagan (Web CT)
Lecture slides
DATE ASSIGNMENT
17 Enabling Others to Act (Foster Collaboration; Strengthen Others) WA#7 –
Wed  Case: Jan Carlzon: CEO at SAS (A) (HBS 9-392-149) Case Analysis
3/10 (Group)
WA#7 – Case Analysis (5-6 pp; outline form):
1. How successful was Carlzon in fostering collaboration and strengthening and empowering his
employees at SAS? How did his experience at Linjeflyg influence his approach at SAS?
2. Evaluate his performance at SAS in terms of K&P’s ideas about fostering collaboration (Ch.9
and Commitment #7) What approaches and techniques did he use? Which ones worked best?
Which did not work as well as he had hoped? Why?
3. How successful was Carlzon in empowering SAS’s employees, strengthening others by sharing
power and discretion? Evaluate his performance in terms of K&P’s ideas about empowerment
(Ch. 10 and Commitment #8). How did he ensure self-leadership and provide choice? How did
he develop competence and confidence and foster accountability?
4. How effectively did Carlzon “encourage the heart” (evaluate in terms of K&P’s ideas in Ch. 11-
12 and Commitments 9-10). What approaches were most effective? Where did he fall short?
SPRING BREAK
18 The Role of the Strategic Leader: Leading Change
Mon  Kotter: Leading Change: Why Transformation Efforts Fail (HBR 95204) (eJournal) (Mar-Apr
3/22 1995)
 Kanter: Leadership and the Psychology of Turnarounds (HBR R0306C) (eJournal) (Jun 2003)
19 The Role of the Strategic Leader: Leading Change
Wed Case: Xerox Corporation: Leadership through Quality (HBS 9-490-008)
3/24 Case Preparation Questions
1. What was David Kearns’ vision for Xerox (“the company that we must be”)? How would the
company Kearns envisioned be different? What had to change in terms of strategy, structure,
processes, culture and people to achieve his objectives?
2. Analyze Xerox’s history. What were the seminal events that shaped Kearns’ vision of the future?
What historical factors represented barriers to the desired change?
3. Evaluate Kearns’ leadership in terms of Kotter’s ideas about leading change. How effective was
his leadership? What kinds of problems and challenges did he encounter? Would you recommend
any changes to his approach?
4. Evaluate the situation Kearns faced from the perspective articulated by Kanter. How important
was the psychological turnaround to the achievement of Kearns’ vision?
20 How Leaders Get Things Done – Power & Influence
Mon  Video: Pfeffer: Managing with Power
3/29
21 How Leaders Get Things Done – Power, Influence, Levers of Change
Wed  Ibarra: Managerial Networks (HBS 9-495-039)
3/31  Caro: Lessons in Power: Lyndon Johnson revealed (HBR R0604B) (eJournal) (Apr 2006)
 Review Powerpoint slides for lecture before class (contains material not covered elsewhere)
22 How Leaders Get Things Done – Power, Influence, Levers of Change WA#8 –
Mon  Case: Erik Peterson (A) (HBS 9-494-005). Case Analysis
4/5 (Group)
WA#8 – Case Analysis (5-6 pp; outline form)
1. Erik Peterson is the GM of GMCT. How much power and influence does he really have? What
are its sources? How effectively has he used power, influence and the levers of strategic change?
(consider these questions separately with respect to GMCT and the parent company).
2. Who has political power in these organizations? Who are Erik’s allies and supporters? How are
they helping him? Who are his challengers? How are they hurting him?
3. Erik faces a career-threatening situation. The environment is rife with conflict. What are Erik’s
top five challenges (consider both business and organizational issues). Analyze the key power
and political relationships associated with each and identify the sources of conflict.
4. Consider Erik’s personal career goals as well as the identified business and organizational
challenges. What should his short term objectives be? What should his long term career goals
be? What kinds of political strategies would you recommend to Erik to bolster his current
position and resolve the short term challenges at GMCT? What should he be doing to achieve his
long term goals within Cellucom?
DATE ASSIGNMENT
23 How Leaders Get Things Done – Managing Change & Innovation Complete
Wed  Goleman: Chapters 10-11 Strategic
4/7 Leadership Self-
 Heifetz & Laurie: The Work of Leadership (HBR R0111K) (eJournal) (Dec 2001) Assessment
 Kim & Mauborgne: Tipping Point Leadership (HBR R0304D) (eJournal) (April 2003) prior to reading
 Self-Assessment: Strategic Leadership Instrument (Web CT Course Materials) Rowe article
24 What Kind of Leader do You Want to Be? WA#9 –
Mon  Rowe: Creating Wealth in Organizations: The Role of Strategic Leadership (AME 15:1, 81-94) Strategic
4/12 (eJournal) (Feb 2001) Leadership Self
Assessment
 Discussion of Strategic Leadership Self-Assessment (LDAP III)
WA#9 Self-Assessment: Strategic Leadership Instrument (3-4 pp; essay form) (Individual)
1. What did you learn about your leadership style and performance from this instrument? What
kind of a leader are you today? What kind of leader do you want to become?
2. What are your strengths? Weaknesses? (identify specific items and discuss)
3. What do you need to work on in order to become a more effective leader (outline a plan to
address each of the identified areas of weakness)?
4. Attach a copy of the completed self-assessment instrument (not included in page count).
25 How Leaders Get Things Done – Climate, Culture, Ethics
Wed  Badaracco: Business Ethics: Four Spheres of Executive Responsibility (CMR 036) (eJournal)
4/14 (Spring 1992)
 Goleman: Primal Leadership (HBR R0111C) (eJournal) (Dec 2001)
 Badaracco: Leadership in Literature.(HBR 0603B) (eJournal) Mar 2006)
26 Why Would Anyone Want to Be Led By You? Complete
Mon  Goffee & Jones: Why Should Anyone Be Led by You? (HBR R00506) (eJournal) (Sep-Oct 2000) exercise and
4/19 bring two
 Collins: Level 5 Leadership (HBR R0101D) (eJournal) (Jan 2001)
copies to class
 Exercise: Leading Questions (Web CT Course Materials; Kouzes & Posner, Ch.13)
27 Course Review WA#10 –
Wed WA#10 - Leadership Development Action Plan (7-10 pp; essay form) Leadership
4/21 Development
1. What kind of leader do you want to become? Consider your Leadership Development Goals from Action Plan
WA#1. Have they changed or are they still the same? Why? (LDAP IV)
2. What are your personal leadership development objectives and goals for the next 2, 5 and 10 (Individual)
years? (be specific: identify 4-6 measurable objectives, define the actions to be taken, specify time
frames and define performance measures and indicators of success).
3. What insights have you have gained from this course (readings, discussions, self-assessments)
regarding your personal leadership skills, behaviors and personal development needs. How have
these insights affected your goals? How have they changed your perspectives on leadership?
4. What actions do you plan to take to become a better leader (consider the ideas and suggestions
contained in K&P and in the Emotional Intelligence Instrument)?
28 No Class – work on Group Project Presentations
Mon
4/26
28 Group Project Presentations WA#11 -
Wed WA#11 – Leadership in Action (see syllabus page 3 for guidelines) Leadership in
4/28 Action (Group)
WA#12 – Peer Evaluation (see syllabus page 8 for form and instructions)
WA#12 -
Both due on or before 12:00 noon on Wednesday, April 28th. Peer Evaluation
29 Group Project Presentations (if necessary)
Mon
5/3
PEER EVALUATION FORM

INSTRUCTIONS
The peer evaluation process is intended to provide group members with an opportunity to contribute to the evaluation of
the performance of your team members on group activities. On the form below, you may rate the performance and
contributions of your team members (including yourself) in the preparation of the group assignments. Instructions
follow:
1. Enter the names of your group members (alphabetically by last name). Include yourself.
2. Evaluate each assignment separately. Each team member will begin with 100 points on each assignment.
3. You may reallocate the total number of points among team members within a range of 80 to 120 points for each individual,
based on their contributions to the group effort on that assignment.
4. The total number of points allocated on any single assignment must equal 100 times the number of members of the team. If
you have four members on the team, the total for each column should be equal to 400.
5. I will calculate an overall assessment as a weighted average of the individual ratings, using the percentage weights
indicated below.
Please sign the evaluation at the bottom of the page, place it in a sealed envelope and turn it in with your final group
assignment on April 29th.
PEER EVALUATION
WA-4 WA-5 WA-6 WA-7 WA-8 WA-10
Primerica: Charlotte Lou Jan Erik Group
Sandy Weill Beers Gerstner Carlzon Peterson Project
2/15 2/22 3/1 3/10 4/5 4/28
14% 14% 14% 14% 14% 30%
Group Member (list alphabetically)
1
TOTAL (must equal 100 X number of group

members)
COMMENTS
Group
Member Comments (please support and justify any assessment below 90% or above 110%) Continue on reverse if necessary.
1
Prepared by: ____________________________________

Print Name:____________________________________

UT Dallas Syllabus For Ob6321.501.10s Taught by Joseph Picken (jcp016300)

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PRINCIPLES OF LEADERSHIP

OB 6321.501 Spring 2010

TEXT, READINGS & CASES

GUIDELINES FOR WRITTEN ASSIGNMENTS

LEADERSHIP DEVELOPMENT ACTION PLAN

 WA#1 – Leadership Development Objectives (1/20)

CASE ANALYSIS GUIDELINES

OFFICE HOURS AND CONSULTATIONS

PEER EVALUATION FORM

TOTAL (must equal 100 X number of group

Prepared by: ____________________________________

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