LDR 102-09 Leading Quietly
LDR 102-09 Leading Quietly
SPRING 2016
Professor Mary ShapiroEmail:
Phone: 617-521-3860
Office: SOM 349
Office Hours: By Appointment of course....otherwise I’m at my home office, working alone...... / Class Meeting Time:
Tues & Thurs, 2:00-3:20 pm
Location: M104
Course Overview
Many of us have grown up in a world that repeatedly has told us “you’re so shy”, or has asked us “why don’t you speak up?” or has interpreted our silence as we listen as having nothing to say , or has interpreted our preference to work behind the scenes as being incompetent to lead. We’ve repeatedly been the butt of jokes (think “Bing Bang Theory”). Yet one third of people are introverts, like Rosa Parks, Dr. Seuss, J.K. Rowling, Bill Gates, and Charles Darwin are introverts. I’m going to suggest: we will “unite” (separately and in the classroom!) and do some rigorous thinking about ourselves as introverts and as leaders and how we can contribute greatly to projects, jobs, communities, and society.
Using Susan Cain’s text, “Quiet: The power of introverts in a world that can’t stop talking” we will challenge the conventional definition of leadership that is based on an “extroverted ideal” and identify the significant value our introverted style offers; we’ll build competencies in getting our ideas heard, flexing to be most effective in diverse situations, and managing the perceptions of others so they see our conviction, competence, and leadership.
Using an innovative pedagogy of self-reflection, we will also examine how our life experiences have molded our current definitions of leadership and our current ‘comfort zone’ with leading. We will explore our multiple social identities (gender, race/ethnicity, religion, and others) that have strongly influenced what we believe leadership is, and who we believe can be a leader (and who cannot). Those identities have also presented opportunities to us to practice leadership (or not); and have given us positive (or negative) feedback on our nascent leadership behaviors.
Through individual reflection (which we introverts do well!), and then small group discussions and then large group presentations (which are increasingly challenging for many of us!) you will individually craft your own story of leader identity development, and we will collectively build a model that explains how introverts, diverse in their identities, become leaders.
Course Objectives
Upon completion of the course the student will:
PLAN Learning Objectives for the Leadership Course:
1 / Articulate who you are today (your values, strengths, ambitions, social identities) and how your personal identity has been shaped by your own life’s experiences and the broader social influences of culture and history.2 / Define and discuss the concept of critical thinking.
3 / Extract from different models of leadership your own personal model that reflects your values, strengths and attributes.
4 / Evaluate the effectiveness of leaders by analyzing the context in which they led (historical, cultural, political, economic, etc.), the options they had based on their own personal identities, and the outcomes they produced.
5 / Assemble and lead teams/groups of diverse individuals towards solid outcomes and relationships.
6 / Strategize a difficult conversation involving identity or value differences.
7 / Name the values, beliefs, attitudes and emotions and issues that motivate you to take action.
8 / Construct persuasive arguments in written and oral communication with the input of evidence and data.
Leading Quietly course-specific learning objectives:
1 / Recognize the pervasive context of the “extroverted ideal” of leaders, challenge that ideal, and expand it so you can yourself a leader.2 / Build the competencies to lead quietly, by flexing, negotiating, and using alternative platforms.
3 / Name the value of your introverted leadership style and assist others in seeing that value.
Required Course Materials
Items below are available in Simmons Bookstore or on reserve at library.
· Quiet: The power of introverts in a world that can’t stop talking by Susan Cain.
· Rules for Writers by Diane Hacker. (This is the text you purchased in your Boston course.)
All other materials that we will use in class are posted on the course Moodle site.
Course Assignments and Deliverables and Grading
Detailed descriptions of individual and team exercises, and formal deliverables are posted on Moodle. Grading rubrics exist for formal course deliverables. Read these documents carefully to assure the successful completion of your work.
Deliverables / Points / Due Date1. Class Participation: preparation for and discussions in small groups and full class; engagement in class activities and exercises / 20
2. Class Participation: formal presentations / 5 / Students will sign-up for presentation dates.
3. Final written Leader Identity Journey Paper including visual model / 30 / Class 28: 5/5/16
4. All CAE journal entries and first draft of Leader Profile / 7 / Throughout semester
5. Conference team project
6. Team work documents
· Team Formation Log
· Team Contract
· Team Project Plan / 27
3 / Conference 4/27/16
See Session schedule for due dates of each doc
7. Individual reflection
· On teams
· On writing process / 4
4 / Class 26: 4/28/16
5/9/16
Total / 100
This syllabus is not a contract. The professor reserves the right to alter the course requirements and/or assignments based on new materials, class discussions or other legitimate pedagogical objectives.
Grade Values
Letter Grade / Percentile Range / Letter Grade / Percentile RangeA / 93%-100% / C / 73%-76%
A- / 90%-92% / C- / 70%-72%
B+ / 87%-89% / D+ / 67%-69%
B / 83%-86% / D / 63%-66%
B- / 80%-82% / D- / 60%-62%
C+ / 77%-79% / F / Below 60%
Course Format
This course uses a Learning Community format where you will be expected to share your knowledge and perspectives, practice new skills, and challenge yourself and your colleagues to succeed at the individual and team level. You are expected to take responsibility for your own learning and to contribute to the collective learning of the community. Your behaviors will also contribute to a community where everyone feels they can fully participate, take risks, and grow. This learning environment and those personal responsibilities mirror what will be expected of you in the working world.
Additionally, my classroom expectations reflect my own life experiences, first as a business profession, then as a management professor, a scholar of the organizational and societal challenges to women, and a consultant to organizations in crises. Consequently, my expectations for your participation in this class foreshadow expectations that most employers will have of you, whether you pursue a career in a for-profit, not-for-profit, academic or governmental organization. Following these expectations will allow us to develop and enjoy a collaborative, respectful and engaging classroom experience (similar to an optimal organizational culture), while developing key attributes your employer will value. That means[1]:
1. You wouldn’t just not show up for work one day. You can’t decide you just don’t “feel like” going to work on any given day. You would arrange in advance for time off for valid reasons (such as going to the doctors) and inform your manager if you were too ill to come into the office.
2. If you needed to miss work, you’d inform your manager in a courteous way ahead of time. You wouldn’t want your manager to wonder why you didn’t show up. She would feel disrespected, and question your commitment to the job.
3. If you needed to miss work, you would make arrangements with a colleague to fill you in on what you missed. It is not your manager’s job to do so. It is yours.
4. You would never ask your manager if “anything important” was likely to happen at the meeting you have to miss. To do so implies that you believe meetings with your manager and colleagues are generally unimportant and a waste of time.
· Attendance is mandatory for every class session. If you must miss a class you are expected to email the professor a minimum of 24 hours in advance AND produce written documentation. If you miss three classes, excused or not excused, your grade will be lowered one grade. For every 2 classes missed after that, your grade will be dropped again.
5. You would never show up to a meeting unprepared to make a contribution. If your manager asks you a question, you know it is an opportunity to show how smart and valuable you are to the organization, and to make a positive impact on the team and its work. If you have to say “I don’t know” or “I didn’t have time to prepare,” your manager will start questioning your motivation, competence, or reason to continue your employment.
· Twenty percent of your grade for this course is based on class participation. See the Class Participation rubric for details. You are expected to do the required reading before every class, think about it, and be prepared to contribute to discussions and to ask clarifying questions.
6. You would avoid being late, walking out in the middle of the meeting, or leaving early. Doing so signals to your manager that you aren’t interested or committed to the team and its work.
7. You would turn off your cell-phone to avoid disturbing the meeting and never take a call or text during a meeting. You would not surf the internet or read/send email/texts during the meeting. Doing any of these would be seen as rude, disruptive and unprofessional. All good reasons to fire you.
· Cell phones and computers must be turned off during class. Texting is prohibited. You are responsible for making mature decisions about urgent communication. If you must make or take a call or text, leave the room.
8. You would avoid interrupting people. You would wait until your manager signals that you have the floor and then you would be succinct and to the point. Doing so demonstrates clear thinking and solid reasoning, and an understanding of how valuable everyone’s time is.
9. You would avoid having side bar conversations with the person next to you. You would listen attentively, take notes, and manage your face and posture to convey interest and competence. You are in a room with people who are important to your success in the organization. Your behavior in the meeting is an opportunity to build or hurt your relationship with those people.
10. You wouldn’t miss a deadline for a task without first notifying your manager. Additionally, you’d contact your manager as soon as you knew you were having difficulty meeting the deadline. Meeting deadlines demonstrates your good time management skills and the high priority you’ve assigned to the work your manager has delegated to you. Notifying your manager as early as possible signals respect for the manager and your understanding that the work is important.
· All exercises and deliverables must be completed according to instructions, be submitted on time, \and be in the format outlined in the Session Schedule. All graded assignments must be handed in on time. Assignments handed in late will result in a lowered grade. In extraordinary situations students may negotiate an exception to this policy in advance of the assigned due date. Generally this prior arrangement is made at least 1 week in advance. In the case of an emergency, prior notice is still expected.
11. You wouldn’t ignore an email from your manager or colleagues. Doing so would be seen as rude or unengaged.
· You are required to read your Simmons email daily. Response to any email communication from the professor or your team members is expected within 24 hours of the send date and time. All email correspondence to the professor should be sent using the email address listed on this syllabus. Do not send email messages through Moodle. If you initiate a message to the professor and do not get a response within 24 hours, follow-up to assure your communication was received.
12. You wouldn’t talk about what happened in meetings, or complain about your manager or colleagues, to people not on the team. Doing so is an easy way to get labeled as a gossip or a complainer; and someone who does not understand the importance of keeping team work confidential. This is not the reputation you want to develop inside an organization. Besides, those conversations always get back to the people you are talking about. If that’s your manager, you could get fired.
· Everything that happens in the room stays in the room. Any personal situations or difficulties that surface during class discussions will be kept confidential. If you are struggling with an individual, talk to your manager to work out a plan of action.
Guidelines for Written Assignments
These guidelines are offered to help you present yourself and your work in the best possible light.
1. Read all exercise and deliverable assignment descriptions. Assignment RUBRICS outline the elements of satisfactory work and should be used as a guideline for deliverables.
2. Written assignments must be typed, double-spaced, and stapled-unless otherwise specified in the assignment description. Proofread carefully. Any written assignment which demonstrates a lack of proofreading, will be subject to a lower grade and may be returned for due diligence.
3. For multi-page assignments, put your name and page number on each page. Include a cover sheet with name, Professors, course, section and date.
4. Writing Assignments and Support:
a. There are two major writing assignments in this course: Your Leader Identity Development Journey (individual) and Team Project Outcome (team).
b. Follow directions. Make sure your final product meets all the requirements of the assignment, to the best of your ability.
c. You are required to follow APA style for all written assignments and will be graded accordingly.
d. Writing is a thinking process. Expect your thoughts, ideas, and analysis to develop during the course of working on a written assignment. Begin your assignments far enough in advance to give yourself time to let your ideas grow and settle. Plan to develop a good working outline and writing one to two thorough drafts before turning in your work to the professor. Once you receive feedback, you are expected to make the suggested revisions for your final paper submission.