LEADERSHIP IN ORGANISATIONS (MG204) - lse.ac.uk · LEADERSHIP IN ORGANISATIONS (MG204) ... and will...

Course content is subject to change. Last updated: November 2017

1

LEADERSHIP IN ORGANISATIONS (MG204)

Course duration: 54 hours lecture and class time (Over three weeks)

Summer School Programme Area: Business and Management

LSE Teaching Department: Department of Management

Course Leader & Lecturer: Dr Shoshana Dobrow Riza (Dept. of Management)

Class Teachers: TBA (London School of Economics)

Prerequisites: A university level introductory course in psychology, sociology, political science, management, or economics.

“Before you are a leader, success is all about growing yourself. When you become a leader, success is all about

growing others.”

- Jack Welch, Former Chairman and CEO of General Electric

COURSE DESCRIPTION AND OBJECTIVES

As our world becomes more complex, global and interconnected, the demands on you as a leader, manager and employee become increasingly challenging. So, how can you become the best possible leader? Success depends on your ability to engage and interact with others and work together toward a common goal. This course seeks to build knowledge and skills that can enable and inspire you to most effectively lead and participate in organisational life.

We will address these goals by learning about the psychological and sociological foundations of human behaviour, and will engage in case study discussions and interactive exercises to build effective individual and managerial skills that can develop you as a leader.

APPROACH

Using a variety of learning methods, including case studies and interactive exercises, we will cover fundamental ideas pertaining to several aspects of leadership:

1. Leading individuals 2. Leading teams 3. Leading organisations 4. Leading yourself

The course aims to inspire you to become a thoughtful, reflective leader and to develop an informed, systematic, and dynamic approach to leading in organisations. Through the use of case studies and class activities, you will


2

develop your practical skills by applying learned theories to real-world organisational problems. Self-discovery exercises will be used to assist you with gaining a sense of your own leadership strengths and potential.

The course topics interconnect to explain the process of leadership in differing types of groups and organisations. Their discussion will provide you with the theory and research driven knowledge that is necessary to engage in effective leadership in diverse and/or international environments.

Importantly, the course is ideally suited to those who wish to develop their unique leadership abilities and better understand the leadership process of others in a highly participatory and interactive course. The lectures involve a great deal of student participation; they are not a “traditional” format in which the professor speaks the whole time.

AIMS OF THE COURSE

To enable you to become the best possible leader by:

1. Understanding and applying theories related to leadership 2. Expanding your skills to diagnose complex organisational problems and make decisions in the face of

limited information and multiple stakeholders 3. Developing knowledge and skills to manage your career more effectively, and to lead yourself and others

COURSE STRUCTURE

- 36 hours of lectures (12 x 3 hour lectures) - 18 hours of class seminars (12 x 1.5 hour class seminars)

TEACHING AND LEARNING

The format of the course is highly participatory and interactive and will involve a combination of case studies, interactive exercises, discussions and readings. You are expected to attend course sessions – both lectures and class seminars – and to participate actively in the discussions in both. Your learning in this course is directly related to your willingness to expose your ideas and conclusions to the critical judgement of the class, and to your efforts to build on and evaluate the comments of classmates.

Full preparation for each lecture and class seminar is essential. Please complete readings prior to the lecture or class seminar for which they are assigned. For the topics of each lecture and class seminar, please refer to the course plan.

COURSE MATERIALS & LOGISTICS Reading Materials

All required readings, which are to be completed before arriving to the lecture or class seminar for which they are assigned, are available via our course Moodle site.


3

Email

Email Dr. Riza at [email protected] o In the subject line, write “MG204.” This will enable me to answer your emails in a timely fashion;

expect a response within 24 hours o If MG204 is not included in the subject line, I won’t see your emails for at least 24 hours.

The official email address on file for you at LSE may be used for correspondence with you; please make sure to check this account regularly.

Check Moodle

I will post Powerpoint slides on Moodle after lecture.

Course announcements may be posted on Moodle; please check the course site regularly. Electronic Devices

No electronic devices of any kind during lectures or class seminars. Please silence your cell phones when you enter the classroom, and keep them off during the entire session. The use of laptops is also prohibited, as students tend to distract both themselves and others by using laptops for non-work purposes while in the classroom. Absolutely no phone calls, emailing, texting, game playing, or Internet usage is allowed during lecture and class seminars. Your distractions on these devices will detract from your course participation grade. You may be asked to leave if you repeatedly use electronic devices.

COURSE VALUES Communal respect This course is highly discussion-oriented and is most successful when we can build a community of scholars helping one another learn and explore the material. Our collective learning depends on our ability to respect one another’s comments in the classroom and respect that some of our classroom discussion should not be shared more broadly outside. Academic integrity Academic integrity is central to the mission of educational excellence at LSE and is expected in this course. Please be aware that plagiarism – using the words or ideas of another person, be it a world class philosopher, a professor, your friend in class, an online source such as Wikipedia, etc., without proper acknowledgement of that source (such as citations in your written assignments) – is a very serious violation and will most likely result in a failing grade in this course as well as possible further disciplinary action. Questions and reactions I look forward to hearing your questions and reactions to the material and to the course. The best way to contact me is by email: [email protected].


4

COURSE SCHEDULE OVERVIEW

Morning Afternoon

Week 1 Monday July 9 Lecture 1

Tuesday July 10 Class Seminar 1 Lecture 2

Wednesday July 11 Class Seminar 2 Lecture 3

Thursday July 12 Class Seminar 3 Lecture 4

Friday July 13 Class Seminar 4 Lecture 5

Week 2 Monday July 16 Class Seminar 5 Lecture 6



Thursday July 19 Class Seminar 8 (No Lecture)

Friday July 20 (No Class Seminar) Lecture 9

Week 3 Monday July 23 Class Seminar 9 Lecture 10



Thursday July 26 Class Seminar 12 (No Lecture)

Friday July 27 Exam (Time TBA)


5

DETAILED COURSE PLAN Notes: Please complete readings prior to the lecture or class seminar for which they are assigned. All readings are available on Moodle.

MODULE 1: LEADING INDIVIDUALS


6

INTRODUCTION & MOTIVATING PEOPLE IN ORGANISATIONS Lecture 1: Day 1 (PM)

Today’s Focus: Case Study Reading: Mary Kay Cosmetics: Sales Force Incentives (A)

Also prepare: Reading: Kerr, 1995. On the Folly of Rewarding A, While Hoping for B. Academy of Management Executive 9

(1), 7 -14. Reading: How to Analyse a Case Reading: How to Discuss a Case

Questions to consider in advance of lecture: 1) How does Mary Kay motivate her employees? 2) What is effective/ineffective?

Class Seminar 1: Day 2 (AM)

In class: Course Introduction and Group Project Launch Prepare: Complete personal information card with photo (download from Moodle). Print two copies:

bring one to this class seminar meeting and bring one to lecture.

PERSONALITY Lecture 2: Day 2 (PM)

Today’s Focus: In-Class Exercise

Also prepare: Reading: Gladwell, M. 2004. Personality Plus: Employers Love Personality Tests, But What Do They Really

Reveal? New Yorker. Reading: Thomas and Heaphy. 1998. International Use of the Myers Briggs Type Indicator. (HBSP)

Questions to consider in advance of lecture: 1) What did you learn from the personality test? Was anything surprising about the results? 2) What do personality tests tell us in general? What do they mask? What do they reveal? 3) When might personality information be helpful in business? What might be some limitations?

Due: In advance of this lecture, please fill out a personality assessment online for the Myers Briggs Type

Indicator. This test is confidential and anonymous, and no identifying information is kept about you personally. One test can be found at http://www.humanmetrics.com/ (see Jung


7

Typology Test). Even if you already know your MBTI, please fill this out again. Please print out your results from the web browser and bring them to lecture. You will need to know your MBTI type for the in-class exercise.

Also: Bring one copy of your completed personal information card with photo (download from Moodle) to lecture; bring any questions about syllabus


In class: Personality and Leadership Discussion Prepare: Nothing to prepare

ETHICAL DECISION-MAKING Lecture 3: Wednesday Day 3 (PM)

Today’s Focus: Case Study Reading: Martha McCaskey

Also prepare: Reading: Badaracco, J. L. 1998. The Discipline of Building Character. Harvard Business Review. 76(2): 114-

124. Reading: Banaji, Bazerman and Chugh. 2003. How (Un)ethical Are You? Harvard Business Review. 81(12):

56-64.

Questions to consider in advance of lecture: 1) As Martha McCaskey, what is your plan of action for finishing the Silicon 6 project? 2) What is troubling Martha McCaskey? Do you agree with her assessment of the situation? 3) Was the situation avoidable? How did McCaskey end up in this situation? 4) How would Badaracco advise McCaskey to behave in this situation? Have you ever experienced an

ethical decision between right and right? What did you do?


In class: Implicit Attitudes: The Role of the Unconscious Due: Group Project Proposal Prepare: Complete two Implicit Attitude Tests (IAT) online and bring results to class. Instructions:

Go to www.implicit.harvard.edu and enter the “Social Attitudes” section of the website. Please select your two tests as follows: 1) Complete the test you think will be the easiest or most comfortable for you. 2) Complete the test you are most anxious or afraid to take.


8

PERFORMANCE MANAGEMENT Lecture 4: Thursday Day 4 (PM)

Today’s Focus: Case Study Reading: Rob Parson at Morgan Stanley (A)

Also prepare: Reading: Schwartz. 2013. Giving Feedback That Works. New York Times Dealbook. Reading for AFTER lecture: Casciaro & Lobo. 2005. Competent Jerks, Lovable Fools, and the Formation of

Social Networks. Harvard Business Review.

Questions to consider in advance of lecture: 1) What is your assessment of Rob Parson’s performance? Would you recommend him for promotion?

Why or why not? 2) What might Paul Nasr be worried about if Rob is not promoted? 3) What is your assesment of Paul Nasr's management of Rob? 4) Please come to lecture prepared to role-play the performance appraisal conversation as either Nasr

or Parson.


In class: Group Project Exercise: 10,000 Mile Checkup Prepare: Nothing to prepare

MODULE 2: LEADING TEAMS

NEGOTIATIONS Lecture 5: Day 5 (PM)


Also prepare: Reading: Wheeler. 2014. Negotiation Analysis: An Introduction.

Questions to consider in advance of lecture: 1) When have you negotiated before? What went well? What went poorly? 2) What do you have to do in advance of a negotiation to enable increased success?


9


In class: Mentorship and Developmental Networks Prepare: Bring to class: A printout of the Developmental Network Questionnaire, available on

Moodle (nothing to read or prepare before class)

TEAMWORK Lecture 6: Day 6 (PM)


Also prepare: Reading: Hackman and Coutu. 2009. Why Teams Don't Work. Harvard Business Review.

Questions to consider in advance of lecture: 1) What enables effective teamwork? What stands in the way?


In class: Mock exam debrief

TEAM DECISION-MAKING Lecture 7: Day 7 (PM)

Today’s Focus: Case Study Reading: Mount Everest -- 1996

Also prepare: No additional readings

Questions to consider in advance of lecture: 1) Why did this tragedy occur? What is the root cause of this disaster? 2) Are tragedies such as this simply inevitable in a place like Everest? 3) What is your evaluation of Fischer and Hall? Did they make some poor decisions? If so, why? 4) What are the lessons from this case for leaders?


In class: In-Class Team Dynamics Exercise Prepare: Nothing to prepare


10

MODULE 3: LEADING ORGANISATIONS

LEADERS, ORGANISATIONS, AND LEARNING Lecture 8: Day 8 (PM)

Today’s Focus: Case Study Reading: Children's Hospital and Clinics

Also prepare: Reading for AFTER lecture: Edmondson, A. C. 2008. The Competitive Imperative of Learning. Harvard

Business Review. 86 (7/8), 60-67.

Questions to consider in advance of lecture: 1) What specifically would you recommend that Morath should do and say in the meeting with

Matthew's parents? 2) What is your assessment of the Patient Safety Initiative at Children's? What are its strengths and

benefits for the organisation? What are its weaknesses, costs, and risks? In particular, what do you think about blameless reporting?

3) What barriers did Morath face as she tried to encourage people to discuss medical errors more openly? How did she try to overcome these barriers?

4) What is your assessment of Morath's leadership of the organizational change process at Children's? Consider the challenges she faced at each stage of the transformation process and evaluate her effectiveness in addressing these challenges. What are the most important actions Morath should take moving forward?


In class: In-Class Leadership Exercise Prepare: Nothing else to prepare

NO LECTURE TODAY Day 9 (PM)

No Class Seminar: Day 10 (AM)


11

LEADERSHIP, CULTURE, AND TRANSITION Lecture 9: Day 10 (PM)

Today’s Focus: Multimedia Case Study: Leadership, Culture, and Transition at Lululemon

Also prepare: Reading: Christensen, C. What is an Organization's Culture?

Note: Prepare to discuss this multimedia case in lecture, just as you would a written case study.


In class: Organisation Culture and Change Prepare: Nothing to prepare

MODULE 4: LEADING YOURSELF

YOUR POWER AND INFLUENCE: MANAGING UPWARDS Lecture 10: Day 11 (PM)

Today’s Focus: Case Study Reading: Lisa Benton (A)

Also prepare: Reading: Gabarro, J. & Kotter, J. 2005. Managing Your Boss. Harvard Business Review. 83(1): 92-99.

Questions to consider in advance of lecture: 1) How did Lisa Benton get into this mess? 2) Could she have done anything differently? What would Gabarro and Kotter have suggested? 3) What should she do now? Be specific.


In class: Your Career & Your Orientation Toward Work Prepare: Nothing to prepare Due today: Group Project Report (see assignment sheet for submission instructions)


12

BUILDING AND LEVERAGING SOCIAL CAPITAL Lecture 11: Day 12 (PM)

Today’s Focus: Case Study Reading: Heidi Roizen

Also prepare: Reading: Battilana, J. & Casciaro, T. 2013. The Network Secrets of Great Change Agents. Harvard Business

Review. 91(7): 62-68.

Questions to consider in advance of lecture: 1) What does Heidi achieve through her network? For whom? 2) What steps did Roizen take to develop her network? To maintain it? 3) Given who Heidi is, what lessons can we learn from her approach to building and maintaining her

network?


In class: Group Project Presentations Prepare: Nothing else to prepare

CONCLUSION: LEADERLESS ORGANISATIONS AND EXAM REVIEW

SELF-MANAGING (LEADERLESS?!) ORGANISATIONS & EXAM REVIEW Lecture 12: Day 13 (PM)

Today’s Focus: In-Class Video Case: Orpheus Chamber Orchestra

Also prepare: Reading: Kotter, J. 2001. What Leaders Really Do. Harvard Business Review. Reading: Goleman, D. 2004. What Makes a Leader? Harvard Business Review.

Note: We will also review for the exam


In class: Exam Preparation Prepare: Nothing to prepare

NO LECTURE TODAY (TIME TO PREPARE FOR EXAM)


13

Day 14 (PM)

FINAL EXAM – 2 HRS (TIME TO BE ANNOUNCED) Day 15


14

METHODS OF ASSESSMENT I have tried to provide a variety of methods for you to demonstrate your competence with the course material. This course requires both individual and group contributions. The grades for the course will be computed from the components as follows: (1) Group Project: Leadership Case Study 30% (2) Final Exam 50% (3) Course Participation 20%

FOR YOUR DIARIES (To be finalised)

Day 1 Group allocations

Day 12 Group project report due

Day 13 Group project presentations (during class)

Day 15 Final exam

(1) Group Project: Leadership Case Study (30%) You are to form study groups of 4-5 students to work on a team project. This will be based around the analysis of an event in which a leader has guided a group or an organisation to success. The report is due on Day 12. The group project presentations will take place on Day 13. All members of the group will receive the same grade for the group project. Details of the project will also be distributed and discussed in class. (2) Final Exam (50%) Summative Assessment: 2-hour Final Examination Students will be required to sit a 2 hour final examination on Day 15. The exam will consist of unseen essay questions on topics covered over the three week period. We will discuss details of the exam in lecture and class. No lecture or classes on this day. The precise time and location of the exam will be circulated during the programme. Formative Assessment: Mock Exam To help you prepare for the final exam, students will be invited to take a mock exam. We will discuss details of the mock exam in class. (3) Course Participation (20%)

Goals of course participation


15

An important course requirement is active involvement in lecture and class seminar discussions. Because this is a discussion-based course, your attendance, preparation and participation are essential – for both your own learning and that of the other students. Your ability to effectively communicate your point in front of a group of people is also important for your success as a leader. Process Course participation will be assessed every course session based upon your contributions in lecture and class seminars. Participation includes both verbal participation and written in-class reflections:

Verbal Participation – Your contributions should be clear, concise, and offer ideas that will further our conversations. Course contributions require that you are prepared for the session.

In-class Reflections – Frequently you will be asked in lecture to reflect on the readings/case studies and/or on the course discussions. This is an opportunity for you to think through what you gained from reading the material or participating in the course discussions.

Your participation will be graded for each session (not for each individual comment) as follows:

+2 High quality verbal or written comment(s). Comment(s) reflect your accurate familiarity

with the course material (e.g., case facts, readings) as well as your own diagnosis and analysis. These comments add to our overall understanding, push our conversations forward, and are clear and concise. Demonstrate an insightful understanding of the material.

+1 Good verbal or written comment(s). Comments reflect a familiarity with the material.

0 No verbal or written comments in class/Absent

-1 Unproductive verbal or written comments. Comments suggest that you are unfamiliar with the material or are not following the conversation in the classroom and repeat issues we have already discussed.


16

Examples of “Good” Participation Examples of “Bad” Participation

Make or raise issues that are relevant to the current focus of the class

Verbal or written comments that are:

Repetitive

Show curiosity and a willingness to experiment

Unrelated to the current topic

Use data or examples to support conclusions

Not concise, rambling, stream of consciousness

Take into consideration the ideas already offered by others

Without sufficient foundation

Offer support for arguments Disrespectful of others

Help others feel safe about participating

Know when to speak & when to listen

Since more weight is given to higher-quality contributions, your final participation score will reflect both the frequency and quality of your participation in the classroom. Exemplary participation refers to the combination of frequent and very high quality comments. Regular attendance or frequent participation alone are not enough to constitute exemplary participation. Course participation enables you to practice the skills of making succinct, well supported arguments – important for becoming a leader. This can be challenging for some people. Any member of the MG204 teaching team would be happy to arrange a time to discuss strategies that can help you effectively engage in course discussions.

A note on attendance: Because so much of our learning happens through discussion in lectures and class seminars, attendance is important for your own learning and that of your classmates. You will receive a 0 for participation for sessions during which you are absent.

At the end of the course, your session participation grades will be averaged across the course. The average is usually around satisfactory participation.

Percentage Mark Letter Grade Equivalent

Level of Participation

80+ A+

Strong 70-79 A

65-69 A-

60-64 B+ Satisfactory

50-59 B

48-49 B- Limited

42-47 C+

40-41 C None

39 or less F


17

Credit Transfer: If you are hoping to earn credit by taking this course, please ensure that you confirm it is eligible for credit transfer well in advance of the start date. Please discuss this directly with your home institution or Study Abroad Advisor.

As a guide, our LSE Summer School courses are typically eligible for three or four credits within the US system and 7.5 ECTS in Europe. Different institutions and countries can, and will, vary. You will receive a digital transcript and a printed certificate following your successful completion of the course in order to make arrangements for transfer of credit.

If you have any queries, please direct them to [email protected]

LEADERSHIP IN ORGANISATIONS (MG204) - lse.ac.uk · LEADERSHIP IN ORGANISATIONS (MG204) ... and will...

Documents

Transcript of LEADERSHIP IN ORGANISATIONS (MG204) - lse.ac.uk · LEADERSHIP IN ORGANISATIONS (MG204) ... and will...