MBA 615: Leadership (Online)

Fall 2019

The mission of the E. Craig Wall Sr. College of Business Administration

is to educate each of our students to have the qualities and attributes
essential to his/her progressive and continuing development throughout
careers in private, public, and non-profit organizations in a globally
competitive and diverse environment.

Professor: Dr. Cara Scheuer (http://cara-lynnscheuer.weebly.com)

Office: Wall 124G
Office phone: 349-6535
E-mail: cscheuer@coastal.edu *note: this is my preferred medium of communication.
Class meeting: Weekly Online

Office Hours/ I am typically in my office Tue. /Thur. 10:50am-11:50am and 1:15pm-2:15pm. I

Instructor can also make myself available other times and through a variety of mediums
Communication (e.g., phone, video chat, e-mail, etc.) if needed. To ensure that I am available in
Policy: my office, it is best to schedule an appointment ahead of time by e-mailing me at
the address listed above. I will respond to all e-mails within 24 hours, excluding
over the weekends or holidays in which case I will respond within 24 hours from
the day I return to work. If you do not hear from me and the specified amount of
time has passed please send me another email as I likely have not received the
message.
Required Materials:
 Johnson, C.E. (2017). Meeting the Ethical Challenges of Leadership: Casting Light
or Shadow, 6th edition. Sage Publications.
 Miller, R. (2016). Conflict Communication: A New Paradigm in Conscious
Communication. YMAA Publication Center, Inc.
 The Leadership Challenge (6th Edition), James Kouzes and Barry Posner, 2017: John
Wiley & Sons, ISBN 978-1-119-27896-2
 *The Student Leadership Practice Inventory 360 Online, $20 credit card purchase
after registration pin is provided
 *Harvard Business Review Course Pack
 Other readings/resources will be provided via Moodle

* see purchasing instructions posted on Moodle

The following materials are also recommended to further your understanding of the course concepts:

 Pfeffer, J. (2015). Leadership BS: Fixing workplaces and careers one truth at a time.
New York: Harper Business.
 Christensen, C. M., Dyer, J., & Gregersen, H. (2011). The innovator's DNA:
mastering the five skills of disruptive innovators. Harvard Business Press

Note: All books for this class can be new or used and can be accessed through any vendor of your
choosing. Most books are available for rent as well. The earlier you purchase/rent the materials in the
semester the cheaper they likely will be.

1
Course Overview: To remain competitive in today’s volatile business environment, businesses require
effective leadership throughout the organization from their senior executives to their frontline employees.
This course will examine what we know about effective leadership with a focus on four key areas: (1)
Ethical and Responsible Leadership, (2) Leading through Diversity and Conflict, (3) Leading Innovation
and Change, and (4) Self-Management and Enhancing Leadership Capabilities.

The course is designed to prepare students for roles as organizational leaders. As such, emphasis is placed
on the practical application of leadership at the individual, interpersonal, team, and organizational levels.
Student learning will take place via a variety of mediums including through assigned readings, video and
written cases, online discussions, experiential activities, self-reflections, and 360-degree assessments.
Active participation and engagement with the course content and associated activities is absolutely
essential to your learning and leadership development.

Course Learning Objectives:

1. Provide an overview of the skills, behaviors, and other qualities vital for effective leadership.
2. Identify effective and ineffective strategies for leading people, groups, projects, and/or organizations.
3. Improve knowledge and understanding of the roles of ethics, diversity, and innovation in effective
leadership.
4. Gain self-awareness of one’s own leadership style, skill, and capabilities.

Student Learning Outcomes: At the completion of this course, students should be able to:

1. Demonstrate an understanding of effective and ineffective leadership behaviors.

2. Apply leadership theory and skills to the practice of managing people, projects, and/or groups.
3. Demonstrate skills vital to interpersonal effectiveness in organizations to include ethical decision-
making, communication, and conflict management.
4. Demonstrate an understanding of the vital roles that ethics, diversity, and innovation play in a
successful business.
5. Develop a self-awareness of one’s leadership skills and abilities.
6. Develop an on-going action plan for proactive self-management and enhancing leadership capabilities.

How the Class Works: Since this is an online section of MBA 615, there are no required face-to-face
meetings. All content will be made available online through the course Moodle site
(http://moodle.coastal.edu).

What to Expect Each Week:

 Each week a set of tasks will be displayed on the course Moodle site, which is accessible by clicking
on the Weekly Tasks icon/Moodle Book. This may include required readings, videos, discussions,
papers, experiential exercises, reflections, and/or components of longer-term projects.
 The tasks will typically be posted 2-3 weeks prior to the due date and graded within 1-2 weeks of the
submission date.
 To see a tentative outline of the entire semester please refer to the course schedule included at the end
of the syllabus. Please keep in mind that this schedule serves only as an initial guide for the direction
of the course. Please refer to the Weekly Tasks posted on Moodle for the most up-to-date course
content/requirements.

* Please keep in mind that with this being an online section the contact hours (i.e., weekly class
meetings) required of face-to-face sections have been reallocated to weekly online tasks. These
tasks are in addition to the readings and other homework typically given in a graduate-level
business class. Therefore, you should expect to spend a substantially greater amount of “at-
home” time completing work for this course than you would a traditional face-to-face class and
should plan your time accordingly.

2
Course Policies:

Statement of Community Standards and Academic Integrity: Coastal Carolina University expects the
highest standards of honesty, integrity and personal responsibility. Members of this community are
accountable for their actions and reporting the inappropriate action of others and are committed to
creating an atmosphere of mutual respect and trust. Academic honesty is an absolute expectation of all
class participants and applies to all class-related activities. Violations of the Student Code of Conduct
include (but are not limited to) cheating, plagiarism, providing unauthorized assistance, and stealing
academic materials, providing false information to a faculty member, and disruption of teaching activities.
Any such violations will not be tolerated and will be dealt with in strict accordance to Coastal Carolina
University (as well as other applicable) guidelines. Please refer to the Office of Academic Integrity and
the Student Handbook for additional information.

Performance Expectations: All work for this course is expected to be completed to the highest possible
level of quality and professionalism and to adhere to all guidelines specified on the assignment
instructions. Please also keep in mind that the weekly content builds upon one another, so it is in your
best interests to work hard on the course in the beginning to build a strong foundation for later challenges.

Late Work Policy: All course due dates are identified in the listing of weekly tasks on Moodle. Deadlines
are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times
accordingly. Absolutely no late work will be accepted in this course. Work submitted after the deadline
will be given a “0”. So, make sure you arrange your weekly schedules accordingly to ensure you are able
to successfully complete everything on time. It is also advised that you plan to complete your work earlier
than the scheduled due date to leave extra time in case you encounter any unanticipated technological,
health, or other personal issues. The instructor reserves the right to change dates accordingly as the
semester progresses.

Online Code of Conduct: Please be respectful to other students and follow the communication rules below
when engaging with the class via Moodle or other mediums. Impolite or inappropriate comments will
receive a grade of “0”. Students are expected to treat one another with respect and basic common
courtesies in our online classroom. All students should expect a safe learning environment. This is
environment should be free of derogatory, offensive, harassing or inappropriate remarks or materials
including but not limited to race, ethnicity, gender, sexual orientation, religion, and age. Flaming and
spamming will not be tolerated. Comments of this nature will not be tolerated and will result in
appropriate action by the instruction. In this course, we will employ the following guidelines:

 Fully participate in our learning community. Honor the background and experiences others bring
to the discussion
 Respectfully agree or disagree with your classmates.
 Respect your classmates’ privacy.
 Share what you know with your classmates. Be helpful.
 Avoid typing in all capital letters as it can be seen as yelling.
 Avoid the overuse of textspeak (ROFL, LOL, IMHO, etc.) and slang.
 Read and review your posts for clarity and accuracy. Run spellcheck.
 Use language appropriate to an academic environment this includes grammar and punctuation.
 Be sure to appropriately cite the work of others.
 Be brief and to the point in your posts (within the assignment guidelines).

Communication Standards. During the course, you will be expected to effectively utilize the English
language when writing and speaking. All written work must be organized, well composed, and utilize
appropriate grammar. Grades on written assignments will be based not only on content, but also on the

3
quality of the student’s communication skills (e.g., grammar, spelling, organization, articulation, APA
format) and the student’s ability to effectively utilize word processing software. Written assignments must
provide in-text citations for all statements requiring support and cite current (within last five years), reliable
(from peer-reviewed journals) sources.

Accessibility & Disability Services (ADS). Coastal Carolina University is committed to equitable access
and inclusion of individuals with disabilities in accordance with the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act. Individuals seeking reasonable accommodations should contact
Accessibility & Disability Services (843-349-2503 or https://www.coastal.edu/disabilityservices/). If
necessary, please bring any relevant documentation to me within the first week of class so that we can make
the appropriate accommodations.
Technology Requirements: You will be expected to have access to a laptop or desktop computer with a
reliable, high-speed internet connection or use the computer lab at school. You will be expected to use a
variety of programs and technologies, including, but not limited to Moodle, YouTube, library databases,
Flash Videos, as well as file types (e.g. PDF’s, Excel, Adobe, Word, and Power Point). You will also be
expected to create videos for your introduction video assignment and as part of your Leadership
Challenge Video Case project. Therefore, you will need to have access to a video recording device and
video editing software (see the “Technology Support” section on the following page for suggestions).
Allow yourself plenty of time to submit assignments in case there is a technology issue. Pay strict
attention to deadlines. Late assignments will not be accepted.

Attendance: Attendance will be tracked through the completion of weekly online tasks. Students that do
not complete the tasks for the first week of class by the specified due date will be dropped from the class
for “non-attendance.” To avoid this from happening make sure to submit your assignments on time and/or
contact the instructor.

Absences will be excused and make-up work permitted for the following documented cases ONLY if
they span the entire week of availability:

 incapacitating illness,
 official representation of the University (excuses for official representation of the University
should be obtained from the official supervising the activity),
 death of a close relative, and
 religious holidays.

You must provide specific and valid documentation from an authorized third party (subject to
approval by the instructor) for all of the above excused absences but may do so without
disclosing personal information and protecting your rights to privacy. For example, if you are
sick and in need of medical care, you only need to provide documentation that you were seen by a
medical center but do not need to disclose the cause. The documentation must provide specific dates
that would cover your absences and missed work. If you do not provide documentation, it will be
treated as an unexcused absence.

Grade Disputes: Course grades will be posted on Moodle on a weekly basis for your review and so that
you are aware of your standing in the class at all times. You should review grades on a regular basis and
report any discrepancies immediately. Discrepancies will only be addressed if discussed in a reasonable
time frame (e.g., within one week of posting). Students that do not address grade discrepancies within 14
days of the online posting will not be addressed.

Contingency Instruction: Continuity of instruction is important for student success and retention, and
CCU works to ensure this academic continuity. With this being an online class if the university needs to
be shut down due to a natural disaster, pandemic, or other form of emergency the class will likely
continue progressing as normal. With that being said, CCU understands with any disaster or crisis that

4
access to technology may be limited; all efforts will be made on the part of your instructor to
accommodate students’ needs during unexpected emergencies, including extension of deadlines where
feasible. To stay up-to-date on emergency situations on campus, it is recommended that you sign-up for
text alerts found on the CCU Alerts Page.

Online Learning Resources and Support:

Ally & Moodle Accessibility:

Coastal Carolina University is committed to providing you the best learning experience
possible. With this goal, the campus has adopted a new accessibility tool, ALLY. ALLY is
a revolutionary product that integrates directly into Moodle with the focus on making
digital course content more accessible to all students. You will now be able to download
any content in this course in the format that fits best with your learning style, device, and
needs, including PDF, HTML, .EPUB, electronic braille, and Audio files are now
available for most content items, along with many alternative language options. Likewise,
your Moodle course also has the Accessibility Block enabled, which allows for color
contrast, font size, read aloud, and additional increased accessibility functionalities.
Should you have any questions or experience issues while using ALLY or Moodle, please
contact the Coastal Office of Online Learning at coastalonline@coastal.edu or 843-349-
6932.

Link to Distance Learning Student Support

Academic Support:

Link to Learning Assistance Center

Link to Kimbel Library Website
Link to Counseling Services

Technology Support:

Link to Technical Support from Student Computing Services

Link to A list of on-campus HelpDesks and the Help Request Form
Link to Video Editing Tools For Mac
Link to Free Video Editing Tool For PC
Link to Video Editing Tutorial in YouTube
Link to Screencast-O-Matic Free Video Creation and Editing Software
Link to Powtoons Free Video Creation Software

Other Student Services:

Link to Office of the Registrar

Link to Financial Aid and Scholarships
Link to Student Activities and Leadership
Link to Dean of Students Office

THIS SYLLABUS IS SUBJECT TO CHANGE. This is our roadmap and weekly organizer for the
course; however, due to unexpected or unplanned events the syllabus may be revised upon the discretion
of the instructor. Should this become necessary, it is the student’s responsibility to know of such
changes.

5
Course Requirements and Grading:

Your final course grade will be tentatively calculated as follows. Changes will be announced as needed.
Requirement Points Grading Scale
Video Introduction/Comments 30 900-1000 = A
Weekly Tasks 570 870-899.9 = B+
800-869.9 = B
Leadership Challenge Video Case 200
Leadership Development Plan 200 770-799.9 = C+
700-769.9 = C
Total Points Possible 1000
670-699.9 = D+
600-669.9 = D
No rounding up!
< 600 = F

Turnaround Time on Grades: Grades and feedback will be posted to Moodle within 1-2 weeks of the
assignment due date in most instances. Larger assignments may require a longer turnaround time.
Where to Find Your Grades: You can access your grades by clicking on the “Grades” link on the left-
hand side of your Moodle page. In order to see this link you must have the navigation window open by
clicking on the following icon:

6
Grade Expectations:

Included below is an explanation of how points equate to grades, based on a 100-point scale.

Grade Quantitative Qualitative Definition

A 90 to 100 Excellent The student’s work is unusually excellent and superior

to the work of others. In addition to meeting all
requirements for the assignment, the work contains
innovative and creative ideas not found in other
students’ efforts. The work demonstrates that the
student has done extensive research, included
numerous concepts from the text or course, and has
invested a tremendous amount of time and effort into
the work. There are no structural or grammar errors;
the writing or presentation skills are exemplary.

B+ 87 to 89 Very Good The work is very good. In addition to meeting all

requirements for the assignment, the work contains
B 80 to 86 well thought out ideas and the student has applied
many concepts from the text or course. The work
clearly demonstrates the student has done obvious
research and has invested thought and effort in the
paper. The content is nicely structured and
grammatically well done.

C+ 77 to 79 Good The work is good. It meets all the requirements for the
assignment and has applied a few concepts from the
C 70 to 76 text and course. The student has probably done basic
research even though it is not very obvious. There
appears to be a minimum of effort extended to produce
the work. The work may have some structural and
grammar problems but it is still possible to follow the
content without difficulty.
D+ 67 to 69 Poor
The work is below expectations. While it may or may
D 60 to 66 not meet all the basic requirements for the assignment,
there is no obvious evidence of any research or effort.
Concepts from the text or course are either not obvious
or are used incorrectly. Grammar mistakes are so
prevalent that it is difficult to follow the content.

F Below 60 Failure The work does not meet the basic requirements for the
assignment, or was turned in late or not at all.

Advice on MBA Attitude toward Grades: It is self-defeating to fixate on grades in the MBA program.
Graduate education is different from undergraduate education in many ways. Students who carry a grade
fixation overboard in graduate school often risk learning for the wrong reasons. Your job here at the Wall
College of Business is to do your best and to focus on the learning opportunity of the MBA program for
you to become a more effective leader and manager.

Overview of Course Requirements:

7
Video Introduction/Comments: At the start of the semester, students will formally introduce themselves
to the class by sharing their educational and professional background, career aspirations, and perspective
on effective leadership through the creation of a video. As part of this assignment students will also be
required to engage with other students in the class by commenting on their videos. Further instructions for
this project will be provided on Moodle.

Weekly Tasks: Throughout the semester, students will be required to engage more deeply with the
assigned reading and course content through completing various tasks such as online discussions, case
analyses, self-assessments, papers, experiential exercises and reflections. More details of these tasks will
be posted on Moodle as the semester progresses.
.
“Leadership Challenge” Video Case: Part of our leadership and personal development comes from
learning from the experiences (sometimes successes, sometimes failures) of others. You will interview a
working manager (or another leadership expert) about a challenging dilemma that s/he has experienced.
You will produce a video of the interview and prepare a written case summary. Videos from the Stanford
School of Business Leadership In Focus series (https://www.leadershipinfocus.net/presentations/video-
cases/), which you will be exposed to as part of the class, will be a model for this project. This
assignment can either be completed individually or in small groups of no more than three students.
Further instructions will be provided on Moodle at a later date.

Leadership Development Plan. You cannot realize your potential as a manager and a leader without
knowing your personal strengths and areas for improvement. Thus, a significant part of the course will
entail the completion of a leadership development plan (LDP). The purpose of this project is to help you
design and implement a program of leadership development that will increase your personal effectiveness,
your ability to achieve your personal goals, and your understanding as to how you impact and interact
with others. You will utilize information gathered from self-assessments and 360-degree feedback (via the
Student Leadership Practices Inventory) to develop an action plan for improving your leadership and
interpersonal skills. You can (and should!) follow through on this plan after the end of the semester.
Further instructions for the LDP will be provided on Moodle at a later date.

----------------------------------

8
 Tentative Course Schedule (updated 8/12/2019)
The schedule below is subject to change; it serves only as an initial guide for the direction of the course.
Please refer to the Weekly Tasks posted on Moodle for the most up-to-date course content/requirements.
Week Dates Course Topic(s)/ Learning
Objectives
1 Aug. Course Overview and
21-25 Introductions
 To understand the
course purpose, design,
and requirements
 To reflect on your own
concept of effective
leadership
 To get to know your
fellow classmates and
their perspective on
leadership
Readings, Materials and Other
Course Content
Syllabus
Video on course purpose, design,
and professor background
Weekly Tasks/Other Assignments
1. Video Introduction due by Friday at
11:59pm, 20 points
2. Syllabus Quiz, due by Sunday at 11:59pm, 10
points
3. eLearnReady Assessment due by Sunday at
11:59pm, 10 points
4. Video Introduction Comments due by
Sunday at 11:59pm, 10 points (5 points per
comment)
5. Recommend purchasing required and
recommended course materials (see syllabus
and Moodle for details)
Syllabus Quiz: This quiz is to ensure students are
familiar with course policies and expectations as
reflected in the course syllabus. Make sure to
carefully review all contents of the syllabus prior
to taking this quiz. You must get a 100% in order
to earn your points for the quiz.
Video Introduction: Create a video with audio
and visuals using any video creation software of
your choosing that includes the following topics:
Your educational and professional background,
future career aspirations and your perspective on
the following: What is your concept of the ideal
21st century leader? What does “effective
leadership” mean in your eyes? Upload your video
to YouTube and post the link to Moodle by Friday
at 11:59pm.
eLearnReady Assessment: This assignment is
intended to both access your readiness for taking
an online course as well as to provide you with
valuable tips on how to be more successful when
learning through an online medium. Complete the
assessment at https://free.elearnready.com/s/.
Then complete the worksheet provided on Moodle.
Video Introduction Comments: View the various
videos posted by your classmates in this discussion
forum and comment on at least two videos using
the "Record Video" tool in the discussion forum
(note: this is the icon shaped like a video camera.
You will need to click on the "Show more buttons"
icon first to gain access to this tool) by Sunday at
11:59pm of this week. Your comments should
address one or more of the following:
 Pointing out a commonality or difference
between you and the classmate.
9
Week Dates Course Topic(s)/ Learning Readings, Materials and Other
Objectives Course Content
2 Aug. What is Effective Read…
26- Leadership?
Sept. 1 Millennials Perceive Good
 To begin to identify Leadership Differently than
effective and ineffective Everyone Else- and They’re right.
strategies and behaviors https://flipboard.com/@flipboard/-
for leading people, millennials-perceive-good-
groups, and/or leadership-di/f-
organizations, and daf6a49230%2Finc.com
compare and contrast
these to your own It’s Not Altruism. Just
concept of effective Good Leadership-
leadership. https://theweekinethics.wordpres
 To understand the s.com/2018/05/28/its-not-
potential challenges and altruism-just-good-leadership/
problems associated
with leadership today Watch….
The webinar on Leadership BS:
Fixing Workplaces and Careers
One Truth at a Time, (Pfeffer, J.
2015).
https://www.youtube.com/watch?v
=EqfeEFj-t0s.
Optional additional reading:
Pfeffer, J. (2015). Leadership BS:
Fixing workplaces and careers one
truth at a time. New York: Harper
Business.
Weekly Tasks/Other Assignments
 Expanding upon and/or providing new
insights on the content presented in the video.
 Respectfully challenging or questioning a
particular argument made in the video by
citing supporting evidence.
 Pointing out something that was interesting
and/or surprising to you in the video.
 Providing advice or resources that might help
the classmate in achieving their career
aspirations.
1. Discussion posts (x4) due by Thursday at
11:59pm, 40 points (10 points each topic)
2. Discussion comments (x2) due by Sunday at
11:59pm, 20 points (10 points each)
Discussion Topic 1: What are the
behaviors/traits/qualities commonly associated
with “good leadership” according to the
flipboard.com and wordpress articles? How do
these compare to your own conceptualization of
the ideal leader/effective leadership?
Discussion Topic 2: According to Pfeffer is there
much (if any) evidence that leaders actually
display the desired behaviors and traits? Do you
agree with Pfeffer? Why or why not? Justify your
answer by providing recent business examples (a
minimum of two within the last year) in addition
to those discussed in the video.
Discussion Topic 3: What is the logic that
suggests doing the opposite of the common
prescriptions of “effective leadership” can make
more sense for the leader and maybe even for
organizational performance? In other words,
why/how do leaders get away with and even
benefit from displaying “problematic” leadership
traits/behaviors? What factors/forces allow this to
occur? Support your response with arguments
made by Pfeffer and also with the use of outside
research (a minimum of two credible sources- the
optional additional reading and references cited in
this book could serve this purpose).
Discussion Topic 4: In light of the realities
revealed by Pfeffer how should, and how can,
leadership be re-imagined?
Discussion Comments: Read through the various
discussion posts made by your classmates and
provide written comments on at least two posts
(note: the two sets of comments cannot be in
response to the same student or discussion topic).
These comments should be thorough, add new
ideas, and be critical, yet respectful of their
arguments. Your comments should include one or
more of the following elements and should also
10
Week Dates Course Topic(s)/ Learning
Objectives
3 Sept. 2- Meeting the Ethical
8 Challenges of Leadership
 To understand the
ethical challenges of
leadership and how to
overcome them.
 To apply leadership
theory (leadership
ethics) to the practice of
managing people and
projects.
Readings, Materials and Other
Course Content
Read…
All of the Introduction and Chapter
1 of “Meeting the Ethical
Challenges of Leadership: Casting
Light or Shadow” (Johnson), 6th
edition
Wells Fargo case:
https://sites.duke.edu/thefinregblog
/2017/04/26/phony-accounts-
scandal-a-case-study-for-bank-
board-directors/
CEOs are getting fired for ethical
lapses more than they used to
(Rivera, K. & Karlsson, P. HBR
JUNE 06, 2017).
https://hbr.org/2017/06/ceos-are-
getting-fired-for-ethical-lapses-
more-than-they-used-
to?utm_campaign=hbr&utm_sourc
e=facebook&utm_medium=social
Read all of Ch. 2 (Meeting the
Ethical Challenges of Leadership
,Johnson, 6th edition)
Weekly Tasks/Other Assignments
include at least one credible source to support your
arguments:
 Extend or constructively challenge your
classmates' work by citing supporting
evidence
 Expand or remark upon your classmates' use
of relevant resources
 Answer question(s) posed to you by your
classmates for further discussion
 Link one of your classmates' posting / thread
to other postings or to course materials and
concepts, where appropriate and relevant
 Expand upon your colleagues' postings by
adding links to relevant articles, infographics,
statistics, images, charts, examples, etc.
1. Discussion posts (x4) due by Thursday at
11:59pm, 60 points (10-20 points each)
2. Discussion comments (x1) due by Sunday at
11:59pm, 10 points
Discussion Topic 1 (Relevant readings:
Johnson, Introduction and Chapter 1, Wells
Fargo case): What is the dark side of leadership?
Why does Johnson use the metaphor of light and
shadow? What are the six shadows of unethical
leadership? How do they apply to the Wells Fargo
case? (20 points)
Discussion Topic 2: According to the HBR article
(CEOs are getting fired for ethical lapses…”) what
are the reasons for the rise of ethics-based
dismissals and the factors that indicate a company
might be at greater risk for ethical lapses? Conduct
outside research on this topic and identify/discuss
at least one additional reason for the rise of ethics-
based dismissals and/or one additional risk factor
not discussed in the article OR provide additional
supporting examples (at least two) of the
reasons/risk factors discussed in the article. Make
sure to draw upon credible sources and properly
cite your sources in your post. (10 points)
Discussion Topic 3 (Relevant Readings:
Johnson, Chapter 2, Wells Fargo case): Briefly
describe the seven shadow casters? What
influences our ethical behavior? What challenges
do people face in trying to make ethically sound
decisions? Why do good people do bad things?
What steps can we take as leaders to cast more
light than shadows? (10 points)
Discussion Topic 4 (Relevant Readings: All
assigned readings this week). If you were a
remaining board director for Wells Fargo, what
would you propose to get the firm back on track?
(20 points).
11
Week Dates Course Topic(s)/ Learning
Objectives
4 Sept. 9- Ethical Decision Making
15 and Exercising Ethical
Influence
 To develop your
knowledge and skills in
ethical decision making
 To understand how to
exercise influence in an
ethical manner
 To develop self-
awareness of your own
ethical reasoning
behaviors
Readings, Materials and Other
Course Content
Read…
All of Ch. 6 and 7 (Johnson)
Watch the short video at:
http://www.darden.virginia.edu/ibi
s/initiatives/giving-voice-to-values/
Weekly Tasks/Other Assignments
Discussion Comments: Follow instructions listed
in Week 2. Only one comment needed for this
week.
1. Discussion posts (x1) due by Thursday at
11:59pm, 20 points
2. Discussion comments (x1) due by Sunday at
11:59pm, 10 points
3. Ethical Decision Making Reflection, due by
Sunday at 11:59pm, 15 points
4. Ethical Influence Reflection, due by Sunday at
11:59pm, 15 points
5. Propensity to Morally Disengage Self-
Assessment and Reflection due by Sunday at
11:59pm, 15 points
Discussion Topic 1: (Relevant Readings,
Chapter 6, Johnson): Choose one of the scenarios
in Case Study 6.1. First describe the decision that
you would make based on your initial reactions.
Then apply the four decision making formats
discussed in Chapter 6 to help in you arriving at a
decision. Do you reach different conclusions
depending on the format you follow? Make sure to
clearly label which scenario and formats you were
using (20 points).
Ethical Decision Making Reflection: Think
about a moral dilemma you were faced with
recently (ideally one you experienced at work).
Describe the dilemma. Then apply the four-
component model discussed in Chapter 6
(Johnson) to the process you went through when
faced with this dilemma. How successfully did you
complete each stage? What would you do
differently next time?
Ethical Influence Reflection: Summarize the
ethical issues surrounding the four sets of
influence tools discussed in Chapter 7, Johnson,
(compliance gaining, the communication of
expectations, argumentation, and negotiation).
Describe a time when you were the target of one of
these tools. Describe the tactics used and explain
whether or not they were effective.
Discussion Comments: Read through the various
discussion posts made by your classmates and
comment on at least one post (ideally one made on
the same scenario you choose in your Discussion
post). Follow the instructions listed in Week 2 for
making your Discussion posts. Only one comment
needed for this week.
Propensity to Morally Disengage Self-
Assessment and Reflection: Complete the
Propensity to Morally Disengage Self-Assessment
12
Week Dates Course Topic(s)/ Learning Readings, Materials and Other Weekly Tasks/Other Assignments
Objectives Course Content
in Chapter 2 (Johnson). What do your results
reveal about your tendency to excuse your
unethical behavior? What steps can you take to
avoid this form of faulty reasoning?

Note: So as to not bias your results make sure to

answer the self-assessment questions BEFORE
looking at the scoring criteria.

5 Sept. The Leader’s Character and Read… 1. Character Assessment and Reflection, due by
16-22 Role in Creating an Ethical Sunday at 11:59pm, 15 points
Climate *Note: Make sure to complete the 2. Discussion posts (x5) due by Sunday at
Character Assessment prior to 11:59pm, 70 points (10-20 points each)
 To understand the doing the readings for this week to
characteristics of an avoid biasing your results. The Character Assessment and Reflection:
ethical organization and Reflection portion of this  Review the information on the following
the role leaders play in assignment should, however, be website:
establishing healthy completed after reading the https://www.viacharacter.org/www/Character-
organizational climates. material for this week. Strengths
 To understand the  Watch the Science of Character-VIA Institute
relationship between All of Ch. 3 (Johnson) Video if you have not already done so at
organizational culture https://www.youtube.com/watch?v=BdQREC
and business ethics and Watch… e37K0
the role both play in  Complete the free character assessment
organizational success. The Science of Character-VIA provided on the site.
 To develop self- Institute  Purchase the full report to learn more
awareness of your own https://www.youtube.com/watch?v (optional)
character traits and their =BdQRECe37K0  Submit a document to Moodle containing your
applicability to top five strengths according to your free
leadership. Read…. Characters Strength Profile and a discussion
of how you can strengthen your character

13
Week Dates Course Topic(s)/ Learning Readings, Materials and Other Weekly Tasks/Other Assignments
Objectives Course Content
 To develop an action All of Ch. 10 (Johnson) making sure to draw upon material from
plan for strengthening Chapter 3.
your character. Boldly Go: Character Drives
 To analyze the relative Leadership at Providence Discussion Topic 1 (Relevant Readings,
importance of Healthcare Harvard Business Case- Chapter 10, Johnson): Describe the key markers
competencies, see course pack of an ethical organization. Discuss the role that
commitment, and leaders play in establishing a healthy ethical
character in effective organizational climate. (10 points)
leadership.
Discussion Topic 2 (Relevant Readings,
Chapter 10, Johnson): What role does
organizational culture play in business ethics?
What is the difference between integrity-based and
compliance-based organizational cultures? Provide
an example of an organization that has a climate of
integrity and another example of an organization
that pursues ethical compliance? What impact do
you think the chosen approach of these
organizations has had on their performance? What
about on their stakeholders? (10 points)

Discussion Topic 3 (Relevant Readings,

Chapter 10, Johnson): Find a company’s Code of
Ethics (many are available through their websites).
Provide a link to this document. Then evaluate the
ethical code based on the guidelines presented in
Chapter 3. What are its strengths and weaknesses?
How useful would it be to members of the
organization? How could the code be improved?
(10 points)

Discussion Topics 4 & 5 (Relevant Readings,

Boldly Go: Character Drives Leadership at
Providence Healthcare, all other assigned
readings/resources this week):

Read the case then respond to the following two

discussion topics by drawing upon lessons learned
from the case, material covered thus far in the
course (particularly from this week) and from
outside research.

Discussion Topic 4: Discuss and analyze the

relative importance of competencies, commitment,
and character in effective leadership. (20 points)

Discussion Topic 5: As the CEO of Providence

Healthcare, what are your plans and
recommendations for sustaining the values of
Transformation by Design and winning the
continuing support of internal and external
stakeholders? (20 points)
6 Sept. Leading through diversity Read… 1. Discussion posts (x3) due by Thursday at
23-29 and conflict 11:59pm, 50 points (10-20 points each topic)
How to Resolve Workplace 2. Discussion comments (x1) due by Sunday at
 To understand the Conflicts- 11:59pm, 10 points
sources of diversity- https://www.shrm.org/hr-

14
Week Dates Course Topic(s)/ Learning Readings, Materials and Other
Objectives Course Content
related conflicts and today/news/hr-
how to successfully magazine/pages/070815-conflict-
navigate them. management.aspx
 To apply leadership
theory (diversity and Thinking about Diversity-Related
conflict) to the practice Conflict: Respect, Recognition and
of managing people and Learning -
projects. https://digitalcommons.ilr.cornell.e
du/cgi/viewcontent.cgi?article=110
7&context=workingpapers
Leading the Teams You Inherit-
https://hbr.org/2016/06/leading-
the-team-you-inherit
Orchestrate Conflict: Leading
Adaptive Change by Surfacing and
Managing Conflict, Ronald
Heifetz, Alexander Grashow,
Marty Linsky, Harvard Business
Review; May 18, 2009 (see course
pack)
From Group Conflict to Social
Harmony: Leading Across Diverse
and Conflicting Social Identities,
Michael A. Hogg, Harvard
Business Review; Aug 10, 2009
(see course pack)
Want Collaboration?: Accept—and
Actively Manage—Conflict, Jeff
Weiss, Jonathan Hughes, Harvard
Business Review; March 2005
https://hbr.org/2005/03/want-
collaboration-accept-and-actively-
manage-conflict
Watch the following two
Leadership in Focus Video
Cases…
Driving Team Cohesion
Bill Henry
Principal Vice President, Bechtel
Corporation
https://www.dropbox.com/s/y4w1a
539bzblqb0/Billhenrybechtel.mov?
dl=0
Overcoming Team Differences
Donn Grimm
Principal Vice President, Bechtel
Corporation
https://www.dropbox.com/s/eu23f
w955juggy6/Donngrimmteamdif.
mov?dl=0
Weekly Tasks/Other Assignments
3. Review the requirements for the Leadership
Challenge Video Case Project, 200 total points
(Interviewee Consent Form and Justification, 20
points, due by Sunday October 6th, at 11:59pm,
Video Case and Case Summary, 160 points, due
by Sunday, November 4th at 11:59pm, Video Case
Comments, 20 points, due by Wednesday,
December 4th at 11:59pm).
Discussion Topic 1: Describe the sources of
diversity-related conflicts and the strategies for
effectively navigating such conflict as discussed in
the articles provided for this week. Conduct
outside research on this topic and identify/discuss
at least two additional sources and strategies for
effectively navigating diversity related conflict not
discussed in the article OR provide additional
supporting examples (at least two) of the
sources/strategies discussed in the article. Make
sure to draw upon credible sources and properly
cite your sources in your post (10 points).
Discussion Topic 2: Part A. How did Bill Henry
determine that there was a lack of teamwork in his
team? What signals was he using? What does he
believe is the root cause of this? What does a
leader have to do to change a culture (e.g., increase
teamwork/collaboration)? Part B. Discuss how the
insights provided in the HBR articles provided for
this week (Leading the Teams you Inherit,
Orchestrate Conflict, From Group Conflict to
Social Harmony, Want Collaboration…) could be
applied to the managerial challenges faced in the
Driving Team Cohesion case? (20 points)
Discussion Topic 3: Part A. Do you agree with
Donn Grimm that people don’t like
confrontations? Why? If this is true, what does a
manager need to do to get past this? How do you
ensure that issues get on the table? B. Discuss how
the insights provided in the HBR articles provided
for this week (Leading the Teams you Inherit,
Orchestrate Conflict, From Group Conflict to
Social Harmony, Want Collaboration…) could be
applied to the managerial challenges faced in the
Overcoming Team Differences case? (20 points).
Discussion Comments: Follow instructions listed
in Week 2. Only one comment needed for this
week.
15
Week Dates Course Topic(s)/ Learning Readings, Materials and Other Weekly Tasks/Other Assignments
Objectives Course Content
7 Sept. Conflict Communication Watch… 1. “Leadership Challenge” Video Case project
30-Oct. Interviewee Consent Form and Justification due
6  To develop your https://www.youtube.com/watch?ti by Sunday at 11:59pm, 20 points
knowledge and skills in me_continue=15&v=GixnBv4HTT 2. Conflict Communications Paper due by next
conflict o Thursday, 10/10, at 11:59pm, 40 points
communication.
 To exercise your Read… Conflict Communications Paper (2.5-4 pages
communication skills single-spaced, 12 Point Times New Roman
and expand your font):
ConCom: Conflict Communication
professional network by
A New Paradigm in Conscious Part A. Summarize in your own words the three
engaging with a
Communication (p. xiii-viv; p. 8- types of brains (lizard, monkey, and human).
manager/leader for the
03, 107-136) Provide from your own personal experiences of
Leadership Challenge
Video Case project. each type of brain being enacted when faced with a
conflict (a minimum of one example should be
provided for each type of brain). Reflect on the
impact that drawing upon each brain type had on
the outcome of each conflict situation. Was it a
desirable outcome? Why or why not?

Part B. Summarize a previous work conflict you

had, how you dealt with it, and how you would
deal with it differently given what you have read
in the ConCom book. If you do not have a work
experience you can draw upon for this paper you
can choose an example from another context (e.g.,
club/organization, school project, family/friends,
etc.). Make sure to incorporate content from
Sections 1 and/or 2 AND Section 3 of the
ConCom book.

Part C. Discuss the applicability of the lessons

8 Oct. 7- Leading innovation and Read…
13 change
Leading Change: Why
 To understand how to Transformation Efforts Fail by
successfully lead John Kotter.
innovation and change https://hbr.org/2007/01/leading-
initiatives. change-why-transformation-
 To apply leadership efforts-fail
theory (innovation and
change) to the practice Changing Company Culture
of managing people and Requires a Movement, Not a
projects. Mandate
https://hbr.org/2017/06/changing-
company-culture-requires-a-
movement-not-a-
mandate?utm_campaign=hbr&utm
_source=facebook&utm_medium=
social
Watch…
The Leadership in Focus Video….
Leading Innovation
learned in this book to leadership in a business
setting.
1. Conflict Communications Paper due by
Thursday, 10/10 at 11:59pm, 40 points- see Week
8 for further details
2. Discussion posts (x2) due by Sunday at
11:59pm, 40 points (20 points each)
Discussion Topic 1: Watch the Background and
Challenge section of the video only (through 1:30).
Summarize the context and implications of this
challenge. What options does the leader have? If
you were the leader what would you do? Have you
faced similar challenges and how did you handle
them?
Discussion Topic 2: Watch the remainder of the
video. Part A. Discuss the lessons that you learned
from this case and how can you apply this to your
current work situation and/or future career? Part B.
Discuss how the concepts discussed in the articles
provided for this week could be applied to the
Leading Innovation case?

16
Week Dates Course Topic(s)/ Learning Readings, Materials and Other Weekly Tasks/Other Assignments
Objectives Course Content
Connie Matsui
EVP, Innovation, Biogen Idec
https://www.dropbox.com/s/pk7r9
grxjzxua4w/ConnieMatsuiLeading
Innovation.mov?dl=0

9 Oct. 14- Becoming an Innovative Read….
20 Leader
The Introduction and Chapter 1
 To develop your (pp. 1-40) of Christensen, C. M.,
understanding of and Dyer, J., & Gregersen, H.
skills in disruptive (2011). The innovator's DNA:
innovation. mastering the five skills of
disruptive innovators. Harvard
Business Press, which can be
accessed for free at the following
link:
https://books.google.com/books/ab
out/The_Innovator_s_DNA.html?i
d=jiUb_YkF-
iEC&printsec=frontcover&source=
kp_read_button#v=onepage&q&f=
false
1. Innovators DNA Problem due by Wednesday,
10/16, at 11:59pm, 10 points
2. Innovators DNA Paper due by next Thursday,
10/24 at 11:59pm, 40 points
Innovators DNA Problem: Identify an existing
problem that really matters to you. Submit a brief
summary of this problem and a discussion of why
it is important to you by Wednesday, 10/16.
Innovators DNA Paper (2.5-4 pages single-
spaced, 12 Point Times New Roman font):
Part A. Briefly summarize in your own words the
five “discovery skills” discussed in the Innovator’s
DNA video series/book (associating, questioning,
observing, networking, and experimenting).

Skim through the following Part B. Spend a minimum of one week applying at
website: least three of the five “discovery skills” to assist
https://halgregersen.com/big- you in developing an innovative solution to your
ideas/innovators-dna/ chosen Innovator DNA problem. Describe the
solution you came up with and how you arrived at
Watch…. this solution (i.e., which skills you used, why you
used these particular skills, and how you used
The following six videos in the them - be specific!).
Innovator’s DNA video series
(https://www.youtube.com/user/las Part C. Discuss what you learned from applying
olitudefrance/videos): the discovery skills not only about this particular
1. Got a Problem? problem, but about yourself and your ability to be
2. Associating an innovative leader. Which discovery skills did
3. Questioning you excel at during this exercise and/or do you feel
4. Observing you would excel at based on past experiences?
5. Networking Which skills could use further development?
6. Experimenting

Read….

https://www.cnbc.com/id/4484412
2

Optional additional reading:

Read the remaining portions of

Christensen, C. M., Dyer, J., &

Gregersen, H. (2011). The
innovator's DNA: mastering the
five skills of disruptive innovators.
Harvard Business Press.

17
Week Dates Course Topic(s)/ Learning
Objectives
10 Oct 21- Self-management and
27 enhancing leadership
capabilities
 To understand the
relationship between
self-management,
feedback and effective
leadership.
 To increase self-
awareness of your own
leadership style, skills,
and other qualities.
Readings, Materials and Other
Course Content
Read…
Drucker, P. (2008). Managing
Oneself. https://signallake.com
/innovation/managing_oneself.
pdf
David Kennedy and Dermot
McGarthy, Dublin Institute of
Technology (2015), Ireland-
http://www.engineersjournal.ie/20
15/07/28/importance-feedback-
effective-leaders-provide-seek-it/
Karen
Naumann (2016)- https://www.huf
fingtonpost.com/karen-naumann/5-
reasons-why-feedback-
is_b_8728332.html
.
Watch….
Building a Feedback Positive
Organization Stanford Briefing
(you should have been emailed
instructions from Kantola Training
on how to access this video. If you
did not receive the email and/or are
having troubles signing in please
contact Steven Sargent
at spsargent@coastal.edu)
LPI Introduction Video
(https://www.youtube.com/user/lea
dershipchallenge5)
Weekly Tasks/Other Assignments
1. Innovators DNA Paper due by Thursday,
10/24 at 11:59pm, 40 points (see Week 9 for
details)
2. Discussion post (x1) due by Sunday at
11:59pm, 10 points
3. Review the Requirements for the
Leadership Development Plan, due by
Monday, December 10th at 11:59pm, 100
points
4. LPI self-assessment due by Sunday,
11:59pm, 10 points
5. Other Self-Assessments (x3) due by Sunday,
11:59pm, 30 points (10 points per assessment)
Discussion Topic: Discuss the relationship
between self-management, feedback and effective
leadership.
LPI Self-Assessment: Follow the instructions
provided on Moodle to complete the assessment.
Other Self-Assessments: Take a minimum
of three other self-assessments of your choosing
for use in your leadership development plan and
submit a single document containing the following
information for each assessment: name of
assessment, assessment source (i.e., where/how
did you access it), purpose of each assessment
(i.e., what does this assessment reveal), why you
chose to take each assessment (e.g., why will
gaining these insights about yourself be valuable
to you? Be specific), and a brief summary of your
results.
Numerous assessments are available online for
free or within the Johnson text or other readings
assigned in this class or likely also in your other
business classes (if you still have access to them).
Others are available for a charge. Free online self-
assessments tend to be less in-depth than the fee-
based ones such as the LPI, but they can still be
handy for finding out more about yourself. Here
are links to a few resources to get you started. As a
CCU student you also have access to an
assessment measuring your interests, values, and
personality called TypeFocus. This assessment is
available to you for free due to your status as a
CCU student (see link below for further details).
https://www.coastal.edu/career/forstudents/majorc
areerselection/typefocusinstructions/ (contact CCU
Career Services to gain access to this assessment)
https://hbr.org/2016/01/the-8-self-assessments-
you-need-to-improve-at-work-this-year
18
Week Dates Course Topic(s)/ Learning
Objectives
11 Oct. 28- Self-management and
Nov. 3 enhancing leadership
capabilities (cont.)
 To further identify
effective and ineffective
strategies and behaviors
for leading people,
groups, and/or
organizations.
12 Nov. 4- Self-management and
10 enhancing leadership
capabilities (cont.)
 To further identify
effective and ineffective
strategies and behaviors
for leading people,
groups, and/or
organizations.
13 Nov. Self-management and
11-17 enhancing leadership
capabilities (cont.)
 To further identify
effective and ineffective
strategies and behaviors
for leading people,
groups, and/or
organizations.
Readings, Materials and Other Weekly Tasks/Other Assignments
Course Content
https://www.monster.com/career-
advice/article/best-free-career-assessment-tools
https://hbr.org/2013/08/how-effective-a-leader-are-
you
www.16personalities.com
https://www.myperfectresume.com/how-to/career-
resources/assess/
Watch… 1. Rationale of LPI raters due by Thursday at
11:59pm, 20 points
https://www.youtube.com/watch?v 2. Input LPI raters into your LPI assessment
=kUVV3398acQ portal and send invitations asking them to
complete the assessment by Sunday, 11/24, at
Read… 11:59pm.- sample emails and rater invitation
instructions are provided through the LPI
The Leadership Challenge (6th assessment portals
Edition), James Kouzes and Barry 3. Review the requirements of the Leadership
Posner, 2017: John Wiley & Sons Challenge Book Paper due by Sunday,
(p. 1-93): November 17th (see Week 13 for details of
WHAT LEADERS DO AND paper), 60 points
WHAT CONSTITUENTS
EXPECT
PRACTICE 1
Read… 1. If you have not already done so review the
requirements of the Leadership Challenge
The Leadership Challenge (p. 94- Book Paper due by Sunday, 11/17, at
193): 11:59pm, 60 points
PRACTICE 2 2. Send reminders to LPI raters if needed
PRACTICE 3
Read… 1. Leadership Challenge Book Paper due by
Sunday, 11/17, at 11:59pm, 60 points
The Leadership Challenge (p. 194- 2. Send reminders to LPI raters if needed
295):
PRACTICE 4 Leadership Challenge Book Paper: In 3-5 pages
PRACTICE 5 (single-spaced, 12 point Times New Roman font)
address the following: Compare and contrast the
practices and principles of an exemplary leader
discussed in the Leadership Challenge book to
what you have learned about effective leadership
thus far in the course. In what ways are these
practices and principles consistent with what you
have learned? In what ways do they deviate from
what you have learned? Is there anything missing
in the practices and principles discussed in the
Leadership Challenge book that ought to be
included? Why or why not? What new knowledge
did you gain from reading the Leadership
Challenge book that you had not yet been exposed
to previously that you found to be particularly
helpful and why. Make sure to address the content
19
Week Dates Course Topic(s)/ Learning Readings, Materials and Other Weekly Tasks/Other Assignments
Objectives Course Content
covered in Weeks 1-13 of the course when
preparing your response.
14 Nov. Self-management and 1. Leadership Challenge Video Case Project
18-24 enhancing leadership (Video and Written Case) due by Sunday at
capabilities (cont.) 11:59pm, see Week 6 for details of
assignment, 160 points
 To further identify 2. Proof of LPI rater results received by
effective and ineffective Sunday at 11:59pm, 40 points
strategies and behaviors
for leading people,
groups, and/or
organizations.
 To apply leadership
theory to the practice of
managing people and
projects.
Nov. Thanksgiving Holiday
25-
Dec. 1

15 Dec. 2- Self-management and 1. Leadership Challenge Video Case Project

8 enhancing leadership Comments (x2), 20 points, 10 points for each
capabilities (cont.) comment due Tuesday at 11:59pm
2. Work on Leadership Development Plan due
 To further identify by Monday, December 9th at 11:59pm, 100
effective and ineffective points
strategies and behaviors
for leading people, Leadership Challenge Video Case Project
groups, and/or Comments: Watch the Leadership Challenge
organizations. Videos posted by your classmates. Comment on at
least two video cases/case summaries following
the same procedures as the Discussion Comments.
16/ Dec. 9 Self-management and 1. Leadership Development Plan due by
Finals enhancing leadership Monday, December 9th at 11:59pm, 100 points
Week capabilities (cont.)

 To increase self-
awareness of your own
leadership style, skills,
and other qualities
 To identify managerial
strengths that can create
competitive advantage
and developmental
opportunities to
improve competencies
and self-management
skills.
 To develop an on-going
action plan for
proactive self-
management and
enhancing leadership
capabilities

20