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CA 505 Organizational Leadership
Cohn, Lora


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

CA 505 Organizational Leadership

Semester

F2P 2007 MC

Faculty

Cohn, Lora

Title

Assistant Professor of Communication Arts

Degrees/Certificates

B.S. Ed. Mass Communication, Truman State 1982
M.A. Communication Studies, University of Kansas 1995
Ph.D. Communication Studies, University of Kansas 2005

Office Location

9N Copley

Office Hours

M 1-3 pm; W 4:30-5:30 pm, Tu/Th 10-11:30 am, and by appointment

Daytime Phone

816-584-6311 (fax 816-741-4371)

Other Phone

816-741-8443

E-Mail

lora.cohn@park.edu

Semester Dates

Monday, Oct.  22 through Sunday, Dec. 16, 2007

Class Days

---W---

Class Time

5:30 - 9:50 PM

Prerequisites

none

Credit Hours

3


Textbook:
 

Required texts: Hackman, M. Z. & Johnson, C. E. (2004). Leadership: A communication perspective (4th ed.). Long Grove, IL: Waveland Press. (ISBN 1577662849)

Fairhurst, G.T., & Sarr, R.Z. (1996). The art of framing: Managing the language of leadership. San Francisco: Jossey-Bass. (ISBN 0-7879-0181-4)

Recommended:  American Psychological Association (2005). Publication manual of the American Psychological Association. Washington, D.C.: American Psychological Association. (ISBN 1557987912)

Additional readings as indicated in course schedule.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A course that explores contemporary organizations and the pervasiveness of communication in all aspects of organizational life. It will emphasize the role of the leader in problem solving and decision making. 3:0:3

Educational Philosophy:
 

When I went to graduate school, we read books and articles, discussed them in class, and wrote papers. Through my teaching I have discovered that not everyone learns all they can in that type of system. I believe even graduate education must address different learning styles and intelligences. To that end, my class features activities, presentations, discussion, reflection, reading, and writing—I will try to balance activities meeting the needs of different learners with old graduate school standbys like reading and writing. Writing is the most visible product of graduate education and the ability to clearly communicate via writing is a key skill for graduate students. This course, therefore, will focus on writing skill. Discussion and debate helps refine and justify ideas as well as enhancing critical thinking and communication skills which are also key outcomes of graduate education. In this class, expect to defend your ideas and interpretations to develop these skills. I will grade based on a balance of participation, writing, and testing so that all students have a chance to succeed. 

I am guided by this quote from Ayn Rand: The only purpose of education is to teach a student how to live his life - by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past and he has to be equipped to acquire further knowledge by his own effort-- Ayn Rand, "The Anti-Industrial Revolution"

  Instructor Learning Outcomes

  1. Develop a theory-based personal definition of leadership.
  2. Contrast authoritarian, democratic, Laissez-Faire, trait, situational, functional, transformative and charismatic leadership.
  3. Evaluate the differences between leadership and following.
  4. Contrast power and empowerment.
  5. Evaluate the different methods for influencing others.
  6. Explain the similarities between leading in groups and teams, leading in organizations, and public leadership.
  7. Discuss why and how ethics and diversity are key leadership and organizational issues today and suggesting a method for dealing with those issues.
  8. Critically evaluate your own leadership ability.
  9. Summarize key organizational communication research findings from the 1940s-1970s.
  10. Explain how paradigms shape organizational communication research.
  11. Summarize key elements creating organizational culture.
  12. Write an organized, insightful, piece of organizational leadership research.
Class Assessment:
 

You will demonstrate that you have mastered the learner outcomes through: oral presentations, discussion, homework, examinations, and writing. The core assessment is the final exam.

Grading:
 

 

500 points roughly divided into the following areas:

Final Exam 120 points (24%)

Book Presentations 100 points (20%)

Participation/Homework 180 points (36%)
Weekly assignments/discussions/activities worth 10 points each.

Leadership and Framing Paper 100 points (20%)

Grading scale:

450-500 points = A; 400-449 points = B; 350-399 points = C; 300- 349 points D; below 300 points = failing


Late Submission of Course Materials:
 

I expect all course work to be done on time. If you know you will be absent a particular class period, come talk to. Illness, sudden or otherwise, is no excuse for missing a due date. You must contact me and make arrangements before the due date.  All late work will be penalized 10%. All late work must be completed within two weeks of the original assignment unless special permission is granted. Work is considered late if it is not in my possession by 5:00pm on the date due. Plan ahead and start early. It has been my experience that the night before an assignment is due, all the books in the library on the topic have been checked out and the computer systems will be down.

Classroom Rules of Conduct:
 

Writing: All work must be typed or word-processed. Make sure all written work has been proof read and spell checked. Spelling and grammatical errors hurt your credibility and reduce the possibility of effective communication. I believe that writing is a means to learning; that there is a correlation between reading and writing; and that writing helps one discover, clarify, examine, and synthesize information. Writing is, therefore, integral to this course and will be evaluated on its form as well as its content. All papers should be typed, double-spaced, left justified, and use a 10-12 pt font. Margins should be no larger than one inch. NOTE: While computers make writing easier, you must realize that technology can cause problems. Keep hard copies of papers you have submitted and save work in multiple places should we experience computer failure.

 

The 24-hour Rule: Anytime you need to schedule an alternative day to turn in an assignment, you must contact me 24 hours prior to the assignment deadline you are trying to avoid. Additionally, if you are dissatisfied with a grade on an assignment, you must wait 24 hours to talk to me about it. There are no exceptions

Office Hours: Please feel free to come to my office, email, or call to discuss papers, presentations, and any problems you are having. If my office hours conflict with your schedule, we can arrange another time to meet.

  

Student/Teacher Responsibilities: As a graduate student you must accept responsibility for your own actions. Reading for class, preparing for tests, completing assignments on time, and contributing to class discussions are the major responsibilities I expect from you as your part of the learning process. My responsibility is to give you my best teaching effort, to create a positive learning climate, and to challenge you. It takes work from both of us to make this a worthwhile experience. Additionally, at times we will discuss controversial topics and have people who disagree with each other. You and I both must remember that while each of us has a right to our own opinion, we must respect the right of others to have differing opinions. Calling someone or some idea "stupid" creates a defensive communication climate and hampers the ability of all of us to learn. Think before you criticize.   If anyone in class makes a comment you are uncomfortable with, please contact me immediately and first. Apologies and policy changes are best handled in the classroom. Finally, come talk to me when you have questions, concerns, or suggestions about the class. It is less frustrating for both of us if you ask questions before the assignment is due, rather than after it has affected your performance. 

Course Topic/Dates/Assignments:
 

Week One: Introduction to leadership

VIEW—The Last Samurai (2004) Warner Brothers

READ— Hackman and Johnson chap. 1

Week Two: Theories of leadership

DUE—Leadership evaluation, Defining leadership

READ—Hackman and Johnson chaps. 2-4 AND

Thayer, L. (1988). Leadership/Communication: A critical review and a modest proposal. In G.M. Goldhaber & G. A. Barnett (Eds.) Handbook of organizational communication (pp. 231-263)Norwood, NJ: Ablex Publishing.

VIEW—Gandhi (1982) Columbia Pictures

REPORT ON—

Heresy, P. & Blanchard, K.H. (2001). Management of organizational behavior: Utilizing human resources (8th ed.). Englewood Cliffs, NJ: Prentice Hall.

Bass,B.M.,& Avolio, B.J. (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.

Nanus, B. (1992) Visionary leadership. San Franscisco: Jossey-Bass.

Conger, J. A. (1989). The charismatic leader. San Franscisco: Jossey-Bass.

 Week Three: Leading through communication-- Framing

 DUE—Paper proposal

READ—Fairhurst & Sarr, Chaps. 1-5 AND

Goldhaber, G. M., & Porter, D. T. (1978). Organizational Communication: 1978. Human Communication Research, 5, 76-96.

Redding, W. C., & Tompkins, P. K. (1988). Organizational communication—past and present tenses. In G.M. Goldhaber & G. A. Barnett (Eds.) Handbook of organizational communication (pp. 8-33)Norwood, NJ: Ablex Publishing.

Putnam, L.L.  (1982).  Paradigms for organizational communication research: An overview and synthesis.  Western Journal of Speech Communication 46, 192-206. 

REPORT ON—

Lakoff, G. & Johnson, M. (1980). Metaphors We Live By. Chicago: U. of Chicago Press.

Bolman, L.G. and Deal, T.E. (2003). Reframing Organizations: Artistry, Choice, and Leadership (2nd. ed.). San Francisco: Jossey-Bass Publishers.

Deal, T.E. & Kennedy, A. A. (1982). Corporate Cultures: The Rites and Rituals of Corporate Life. Reading, Mass: Addison-Wesley Publishing Company, Inc.

Week Four: Leading through communication-- Framing

DUE— Text selection paper

READ—

Fairhurst & Sarr, Chaps. 6- epilog

Bineham, J.L. (1991). Some ethical implications of team sports metaphors in politics. Communication Reports, 4(1), 35-42.

Hirsch, P.M. & Andrews, J.A.Y. (1983). Ambushes, shootouts, and knights of the roundtable: The language of corporate takeovers. In L.R. Pondy, P.J. Frost, G. Morgan & T.C. Dandridge (Eds.) Organizational Symbolism (pp. 145-155). Greenwich, CN: JAI Press, Inc.

Thackaberry, J. (2003, May). Management, drop your tools: Military metaphors for wildland firefighting and public resistance to “safety” legacies of tragedy fires. Paper presented at the International Communication Association annual meeting, San Diego, CA.

REPORTS ON—

Gargiulo, T.L. (2005). The Strategic Use of Stories in Organizational Communication and Learning. Armonk, NY: M. E. Sharp.

Kouzes, J.Ml, &Posner, B.Z. (2002). The leadership challenge: How to get extraordinary things done in organizations (3rd ed.). San Franscisco: Jossey-Bass.


Week Five: Leadership in context: Leading organizations, groups and the public 

DUE—Method paper

VIEW— Apollo 13 (1995) MCA/Universal Pictures

READ— Hackman and Johnson chaps. 7-9 AND

Foss, S.K. (1984). Retooling an image: Chrysler corporation's rhetoric of redemption. Western Journal of Speech Communication, 48, 75-91.

REPORT ON—

Strock, J. M. (2001). Theodore Roosevelt on Leadership: Executive Lessons from the Bully Pulpit. Roseville, CA: Forum.    

Phillips, D. T. ( 1992). Lincoln on leadership : Executive strategies for tough times. New York: Warner.

Schein, E. H. (1992). Organizational culture and leadership. San Franscisco: Jossey-Bass, Inc. 

Marquardt, M. J., & Berger, N. O. (2000). Global Leaders for the 21st Century. Albany, NY: State University of New York Press.

Week Six: Leadership, power and influence

DUE—Analysis paper

VIEW— The Godfather (1972) Paramount Pictures

READ— Hackman and Johnson chaps. 5-6 AND

Ogbor, J. O. (2001). Critical theory and the hegemony of corporate culture. Journal of Organizational Change Management, 14, 590-609.

REPORT ON—

Mumby, D.K. (1988). Communication and Power in Organizations: Discourse, Ideology, and Domination. Norwood, NJ: Ablex Publishing Corp. 

Clegg, S. R. (1990). Modern Organizations: Organization Studies in the Postmodern World. London: Sage Publications.   

Deetz, S. (1992). Democracy in an age of corporate colonization. Albany, NY: State University Press of New York. 

Week Seven: Issues in leadership

DUE—Rough draft of paper; ethics/gender paper

VIEW— Elizabeth (1998) 20th Century Fox

READ—Hackman and Johnson chaps. 10-11

AND

Kirby, E. L. & Harter, Lynn M. (2001). Discourses of diversity and the quality of work life. Management Communication Quarterly, 15, 121-128. 

Turner, L. H., & Shuter, R. (2004). African American and European American women’s visions of workplace conflict: A metaphorical analysis. Howard Journal of Communications, 15, 169-183.

REPORT ON—

Cantor, D. W., Bernay, T, and Stoess. (1992). Women in Power: The secrets of leadership. New York: Houghton Mifflin

Helgensen, S. (1995). The Female Advantage: Women’s ways of leadership. New York: Bantam Doubleday Dell Publishing Group. 

Gerber, R. (2002). Leadership the Eleanor Roosevelt way: Timeless strategies from the First Lady of courage. Upper Saddle River, NJ: Prentice Hall. 

Stohl, C. (1995). Organizational communication: Connectedness in action. London: Sage Publications. 

 

Week Eight: Leadership development.

DUE— Paper; final exam

READ—Hackman and Johnson chap. 12 AND

Clutterbuck, D. & Hirst, S. (2002). Leadership communication: A status report. Journal of Communication Management, 6, 351-5.

REPORT ON—

Napolitano, C. S. (1997). The leadership odyssey: A self-development guide to new skills for new times.  San Franscisco: Jossey-Bass, Inc. 

Maxwell, J. C. (1998). Developing the leader within you. Nashville, TN: Thomas Nelson Publishers. 

Covey, S. R. (2004). The eighth habit: From effectiveness to greatness. New York: Free Press.

    This does not represent a contract. I reserve the right to make alterations in the syllabus during the semester. This material is copyright and cannot be reused without author permission.

© Lora Cohn, 2007

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Graduate Catalog Page 24-26

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2007-2008 Graduate Catalog Page 24-26


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:10/18/2007 5:04:43 PM