Organizational Leadership: Changing Perspectives.
Department of Leadership, Higher and Adult Education (LHAE)
LHA 1185: Organizational Leadership: Changing Perspectives Course Outline Summer 2017
- ADMINISTRATIVE DETAILS:
1. Instructor: Loretta Howard, B.Sc., M.Ed., Ed. D. E-mail: loretta.howard@utoronto.ca- CourseHours:MondaysandWednesdays,5:30-8:30p.m.
- Room: 8-200, 252 Bloor Street West
- Course Delivery: Traditional __ Web Facilitated __ Blended X_ Online __
- OISE/UT Academic Policies and Regulations: The academic policies and regulations at OISE/UT have been developed to uphold the rights and responsibilities of students, faculty and the institution to maintain academic integrity and ethical standards. This course, including all faculty and students involved, operates in congruence with all current OISE/UT academic policies in effect including, but not limited to, policies on academic integrity, accommodation and the student code of rights and responsibilities. Students are expected to familiarize themselves with relevant academic policies which can be found on the OISE/UT website:http://www.oise.utoronto.ca/oise/About_OISE/Policies.html.Academic Integrity: The evaluation process and product of this course endorses OISE/UT’s academic integrity policies. The definitions, expectations and policies pertaining to Academic Integrity applicable to this course are found at: http://www.utoronto.ca/academicintegrity/ Please note: ALL materials submitted for evaluation in this course must be your original thoughts/work and NOT previously submitted for grading in other courses.Attendance Policy: Due to the experiential nature of this course, attendance at all sessions is required. Should you have an urgent reason for not attending a session, you must inform me in advance and negotiate an alternative work assignment for submission in lieu of attending the session.
- CALENDAR DESCRIPTION:
This course examines current principles, practices, trends and issues related to organizational leadership. Leadership styles, practices, tasks and models and their practical application to
If your actions inspire others to dream more, learn more, do more and become more, you are a leader. ~ John Quincy Adams
professional practice are explored. Learners are encouraged to reflect on and analyze personal and professional leadership experiences in light of theories examined.
- REQUIRED TEXT(S) AND READINGS:
- You will select, read and lead a discussion (Day 5) around a text of your choice related to yourcourse learning goal.
- Session readings are assigned for each class and can be accessed through the course blackboardsite via Portal. Please note: preparation for each session is required to be completed PRIOR to the class session.
- COURSE LEARNING OUTCOMES:Upon successful completion of this course learners will have demonstrated the ability to: 1. Articulate a personal philosophy of leadership.
2. Identify personal beliefs, assumptions, values and constructs that influence and informleadership practice.
3. Locate personal orientations to leadership within experiences with organizational processes andpractices.
4. Synthesize theories of and approaches to organizational leadership.
5. Assess the impact of leadership initiatives on various organizational factors.
6. Appraise underlying issues and implications for practice by applying various models, strategies,and philosophies to cases of organizational leadership.
7. Promote reflexive inquiry about leadership focused on self, context, relationship andorganization.
8. Contributeconstructivelytoacommunityofpractice;
9. Representsignificantcourselearningsinameaningfulmanner. - EVALUATION FORMAT AND CRITERIA:Evaluation in this course addresses knowledge, application and integration of course concepts and is based upon: attendance at, and active participation in, course sessions; completion of assigned pre- and post-work; and, completion of the following assignments at a graduate level of academic rigour:
Deliverable
- Leadership Portrait
- Learner Directed Activity (LDA)
- Representation of LearningTotal
Weight Due
30% Session 5 (or by July 21) 30% TBD (Session 5-10)
40% Session 12 (August 16) 100%
NOTE: See separate handouts (posted on Portal) for detailed descriptions of the above assignments and their associated rubrics.
* Please inform me by email ahead of time if you are unable to attend a class for an urgent reason. Alternate work will be assigned to make up for the missed session.
1. Leadership Portrait (30%) Due: July 21st
The purpose of this statement is to give you the opportunity to articulate who you are as a developing leader. You will demonstrate the integration of your understanding of self, leadership theories and your personal leadership practice. It is meant to help you identify, critically reflect upon, and discuss your experiential understanding of the key concepts (to date) in the course and
Loretta Howard, Ed. D. LHA 1185 Summer 2017
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how these insights inform you as a leader. Your statement should demonstrate your understanding of the course readings, class discussions and other relevant materials, including your selected text and include representations of you as leader. Current APA style is required.
Length: 4-6 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12 point font. Key strategies: exploration, conceptualization, reflection, analysis, evaluation, and theory-practice integration.
2. Learner Directed Activity (LDA) (30%) Individual/pair: Due: Session 5-9 You will work alone or in partnership with another learner/s to explore a leadership issue of your choice in experiential format. Session length is 45 minutes with a 10 minute break between sessions to accommodate completion of formative feedback and the set up/set down process between sessions (flow and pacing will be assessed). You must select your topic no later than the end of Session 3. A topic list from previous courses is provided below and serves as a framework for topical ideas. You do not need to select a topic from the list; you can negotiate a topic of your choice with me.
Please note: your seminar MUST utilize applied and experiential instructional strategies to facilitate the exploration of your topic. Lecture strategies do not fit that requirement.
Your LDA process must include the following:
- Planning (5%):a. Research your topical area
b. Develop a lesson plan or detailed agenda for your seminar c. At least 1 week ahead of your LDA presentation:- Submit a relevant reading of reasonable length that provides an overview of your topic. This will be posted on Blackboard for the class to read in preparation for your seminar.
- Submit any other pre-work that you want the class to complete (e.g. online quiz, reflection, website, etc.).
- Implementation (15%). In your seminar:
a. Provide me with a hard copy of your lesson plan/agenda and all materials for the session. b. Provide the class a brief overview of your topic.
c. Facilitate an experiential process that engages the class in the exploration and/orapplication of your topic to practice. Engage the class in a process that includesdiscussion, analysis, reflection and action.
d. Provide a brief handout (no more than 2 pages) of concepts related to your topic, to bedistributed to class members in your session.
e. Implement a formative feedback tool that seeks constructive feedback from your peersabout your seminar. You will use this feedback to inform your post seminar reflections. - Evaluation (15%) One week from the day of your seminar electronically submit:a. An electronic copy of all seminar materials (to be posted to Blackboard)
b. A reflection that summarizes your key insights about your planning, implementation andevaluation of the session, synthesizes class feedback and outlines your key insights about your process (e.g., what did you learn about yourself? Others? Leadership?) and product (e.g., what worked well? What didn’t? What key takeaways do you have?).
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Length: 4-6 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12 point font. Only 1 reflection paper is submitted for the session. Key strategies: synthesis, contextualization, presentation, application, engagement.
Examples, in no particular order, of LDA Topics are listed below and have been explored in previous course cohorts; however, you can explore any leadership topic that works for you. The list below is merely to provide context from previous courses and include:
| Emotional IntelligenceNon-violent communicationLeading TeamsGender and LeadershipGenerations in theWorkplaceIntercultural CompetenceDiversity in the WorkplaceValues-based leadershipLeading from the MiddleLeadershipMindset/MindfulnessDiversity in the Workplace | Leadership and Work/Life BalanceLeadership and engagement of staffLeadership EthicsAuthenticityOvercoming defensivereasoning/moralityConflict and it’s ResolutionLeading in a UnionizedEnvironmentLeadership DevelopmentCommunication Styles | Amygdala HijackingStrengths-based leadershipEngaging EmployeesEmotional IntelligenceLeading Change360 and MiddlemanagementAgilityResiliencyStressVulnerability & LeadershipGrief in the WorkplacePhysicality & Leadership |
3. Representation of Learning (40%) Due: Session 12 (August 14) Your representation of learning is meant to help you identify, critically reflect upon, and discuss your experiential understanding of the key concepts in the course and how these insights inform you as a developing leader. As you work your way through the course, you are expected to reflect upon and relate material to your personal experience, analyze and evaluate concepts and make connections among emerging themes, models, or strategies. These reflections should be noted in a learning journal that you maintain throughout the course. (Note: you are NOT required to submit your journal).
At the end of the course, you will critically reflect upon your learning process, consider your key learning insights from the course, synthesize them and represent them in a text and non-text based manner that will be shared with the class during our last session. Your paper should be a 6-8 page written explanation that accompanies (or is incorporated into) your visual representation that draws upon your learning journal and the selected topic/s, course readings, class discussions and other relevant materials and be grounded in the course literature.
Length: 6-8 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12 point font. Key strategies: synthesis, contextualization, representation.
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6. TOPICALOUTLINE:
| Session | Topic | Preparation |
| Session 1 July 5 | Leadership ContextCourse overviewGetting to know you/Planning our courseprocessCourse learning goals | • Complete Pre-Work posted on Blackboard |
| Session 2 July 10 | Defining Leadership• Leadership Metaphors Historical Context: • Evolving theories of leadership | • Complete Pre-Work posted on Blackboard |
| Session 3 July 12 | Leadership – Self as Leader• MBTI • Emotional Intelligence & Leadership | • Complete Pre-Work posted on Blackboard |
| Session 4 July 17 | Leadership – Self as LeaderPower & EmpowermentLeadership Styles | • Complete Pre-Work posted on Blackboard |
Session 5 July 19
Session 8 July 31
• •
• •
LDA: Alan & Nadine – Adaptability Cultural competencies
LDA: Carol & Winnie: Employee Engagement LDA: George & Eleanor
• Complete Pre-Work posted on Blackboard
• Complete Pre-Work posted on Blackboard
| Session 6 July 24 | LDA: Dennis & Stanley – Growth Mindset within the organizationLDA: Pat & Kren – Mindset and Habit | • Complete Pre-Work posted on Blackboard |
| Session 7 July 26 | LDA: Selina & Steph: Overcoming resistance to changeLDA: Jennifer D & Cindy – Leadership and high performing teams | • Complete Pre-Work posted on Blackboard |
| Session 9 August 2 | LDA: Katie & Kahlia – Communication StylesLDA: Jennifer Grant – Managing throughDiscomfortLDA: Thoko – Race/Gender | • Complete Pre-Work posted on Blackboard |
| Session 10 August 7 | • Civic Holiday: NO CLASS | • |
| Session 11 August 9 | Student led discussion of textsSynthesis of learning | • Prepare a brief presentation of the key insights of your selected text. |
| Session 12 August 14 | • Representations of Learning | • |
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LHA 1185 Summer 2017
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Evaluation Framework: All submissions in this course will be evaluated based on style, format and content with specific criteria related to clarity, organization, the extent to which your work is analytical, reflective and critical, and the strength of the support you offer for your views. A generic draft of the evaluation framework is included at the end of this outline. All submitted and presented work must be unique to this course.
Late Assignments: Assignments must be handed in on time. Extensions can only be granted for significant reasons related to extenuating circumstances. To avoid late penalties, extensions must be sought and attained in advance of the applicable deadline.
* Your assignments should be submitted in electronic (non PDF) format with the naming convention: Initial-Surname-Assignment Title.
Successful Graduate Learners:
- Attend all classes prepared to actively engage;
- Utilize effective time and organizational management strategies;
- Read course material critically and thoughtfully with a focus on applying readings topersonal/professional contexts;
- Participate constructively in class discussions and activities and are open to, and considerate of,different learning and communications styles and alternative perspectives to the readings;
- Complete assignments and course requirements demonstrating a graduate level of scholarship andacademic rigour. Assignments that do not meet course/program expectations will be returned at my
discretion.
Generic Evaluation Framework
• Note: this is a generic framework that is customized for each deliverable in this course. Rubrics will be posted on Blackboard.
15 marks STYLE
- Expression; the manner in which your thoughts are articulated (i.e., clarity, brevity, etc.)
- Grammar; sentence structure; usage; spelling; punctuation15 marks FORMAT
- The organization and structure of material
o Thesisstatementraisedinyourpaper’sintroductionisdevelopedinthebodyandsummarized in the conclusion
o Points/issuesinsubheadingsareintroduced,discussedandconcludedupon - The organization and structure of your argument (i.e., orderly presentation of ideas)
o Thepresentationofyourargumentinascholarlymanner
o Thoughtsandargumentsregardingtheidentifiedissuesareexpressedclearly,concisely,and in a logical and organized manner20 marks CITATIONS
- The organization and structure of material
• Effective use of voice to include outside authors and footnotes/endnotes to cite and acknowledge sources, authorities, work or ideas of others, and/or to support/pursue points
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and/or provide additional comments or information not appropriately included in the text itself
(15)
• Proper and consistent citation format, following American Psychological Association (APA), most
recent edition (5)
50 marks CONTENT
- Originality of argument/thesis statement
- Persuasiveness of argument and analysis
- Key issues are identified and discussed
- Critical thinking, reflexive inquiry and strong insight are demonstrated
- Thoughts/arguments are supported (not made) with relevant authorities
- Opposing views/thoughts are acknowledged and addressedLHA1185: Grade Breakdown
| 90-100 A+Exceptional paper in all respects;Demonstration of original creative thoughtVery well organized format and expression ofthoughts and argumentsSound critical reflection and evaluationClear command of techniques and principlesof the disciplinePublishableConsistently exceeds expectationsHigh level of synthesisNew understandingsExtension of contentConcepts and understandings grounded in real applications to personal/professional practiceExamination of literature goes well beyond synthesis of course materials | 80-89 AVery good paperWell organized format and expression of thoughts& arguments with few errorsShows clear understanding of concepts andevidence of critical and reflective thoughtAbility to discriminate and interpret relevant issuesAnalytic treatment of contentApplication of ideasSynthesis – able to make connections amongdisparate details or ideasEvaluation of ideas and contentManipulation and interpretation of dataConcepts and understandings grounded in realapplications to personal/professional practiceExamination of literature goes beyond synthesis ofcourse materials |
| 75-79 B+Good paper; meets some of the above criteriaShows basic competence in analysis, synthesisand critical thinkingIntegration of concepts demonstratedDemonstrates competent grasp of writing andreference stylesAdheres to proper reference and grammaticalstylesLogically organizedCourse literature utilized effectively | 70-74 BAdequate paper; constitutes baseline for graduate papersShows some comprehension of course content and draws together information of the course in a coherent, understandable fashionDescriptive treatment of contentIdentification of key elementsRecognition of basic facts, knowledge and recall;retrieval of informationAdequate written style; errors in grammar,sentence structure |
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| Little integration of conceptsAdequate organization of thought and structure ofpaperSome course literature utilized |
Required Journal Articles and Resources:
Acharya, R. and J. G. Anjilvelil (2008). Counterpoint. People & Strategy 31 (3), 10-12. Retrieved fromhttp://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=bth& AN=349411
Adams, C. (2013). Leaders growing. Scholastic Administrator, 13(2), 48-51. Retrieved from
2373
Bryman, A. (2007). Effective leadership in higher education: A literature review. Studies in Higher Education, 32(6), 693-710. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h& AN=27342569
Buckingham, M. (2007). Go put your strengths to work. Youtube. Retrieved from https://www.youtube.com/watch?v=wuZBJQAFOfM.
Clark, L. (2008). Clinical leadership: values, beliefs and vision. Nursing Management, 15(7), 30-35. Retrieved from:
_values_beliefs_and_vision/links/55d4bfa708ae6788fa352494.pdf
Copeland, M.K. (2014). The emerging significance of values-based leadership: A literature review.
International Journal of Leadership Studies, 8(2), 105—135. Retrieved from
AN=112931785
Coulter, D. & Wiens, J. R. (1999). What is educational about educational leadership? Education Canada, 39 (2), 4-7. Retrieved from: http://www.cea-ace.ca/sites/cea-ace.ca/files/EdCan- 1999-v39-n2-Coulter.pdf
Duignan, P. (2014) Authenticity in educational leadership: History, ideal, reality, Journal of Educational Administration, 52(2), 152-172. Retrieved from:http://search.proquest.com/docview/1512618363/fulltextPDF/B00C802CD2DB41C8PQ/1?a ccountid=142373
Fullan, M. G. (1992). Visions that blind. Educational Leadership, 49 (5), 19-20. Retrieved fromhttp://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h& AN=9205182788
Fullan, M. (n.d.). The Change Leader. Retrieved April 04, 2017, from
Change-Leader.aspx
Goff, P., Guthrie, J.E., Goldring, E., & Bickman, L. (2014). Changing principals’ leadership through feedback and coaching. Journal of Educational Admininstration, 52(5), 682-704. Retrieved fromhttp://search.proquest.com/docview/1660746648/626C25C437374896PQ/2?accountid=14 2373 7 EDEL 6113 – Educational Leadership
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Harris, A. and DeFlaminis, J. (2016) Distributed leadership in practice: Evidence, misconceptions and possibilities. Management in Education, 30(4), 141-146. Retrieved from:http://journals.sagepub.com/doi/pdf/10.1177/0892020616656734
Keiser, N., Kincaid, M. & Servais, K. (2011). Using a collaborative leadership model in a teacher education program. American Journal of Educational Studies, 4 (1), 5-20. Retrieved fromhttp://search.proquest.com/docview/1153808454/fulltextPDF/B21339544A174F49PQ/1?ac countid=142373.
Kutsyuruba, B., Walker, K., & Noonan, B. (2010). The ecology of trust in the principalship. Journal of Educational Administration and Foundations 21(1), 23-47. Retrieved fromhttp://search.proquest.com/docview/867835819/1CE61F08E7D6487CPQ/1?accountid=142 373
Lencioni, P. (2013). Building a healthy organization. School Administrator, 70 (2), 39-43. Retrieved from
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Sackney, L., Walker, K. and C. Mitchell (1999). Postmodern conceptions of power for educational leadership. EAF Journal 13 (3), 33-57. Retrieved from http://search.proquest.com/docview/214078494/985735FC5CA84D5APQ/3?accountid=142 373
Schein, E. H. (2011). Humble inquiry. Leadership Excellence, 28 (4), 4.Retrieved from
AN=95756835
Wallan, D., Cameron, D., & Sharples, K. (2005) Succession planning and targeted leadership development. Community College Journal, 76(1), 24-28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh& AN=18116533
Wheatley, M. & Kellner-Rogers, M. (1998). Bringing life to organizational change. Journal for Strategic Performance Measurement. Retrieved from: http://www.margaretwheatley.com/articles/life.html
Recommended Reading:
The following journal titles provide current and emergent thinking about leadership and could be consulted for supplementary reading and written assignments.
1. Canadian Journal of Educational Administration and Policy
2. Educational Administration Quarterly
3. Educational Management, Administration, and Leadership International Studies in
Educational Administration
Hargreaves, A. and Fink, D. (2006). Sustainable Leadership. San Francisco, Jossey Bass. Nahavandi, A. (2015). The Art and Science of Leadership, 7th Ed. Boston: Pearson Education, Inc. Northouse, P. (2015). Introduction to Leadership, 3rd Ed. Thousand Oaks: Sage Publications, Inc.