MG401 Senior Seminar in Management

for F2T 2007

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


MG 401 Senior Seminar in Management


F2T 2007 DLA


Cotham, Jeffrey D.


Senior Instructor


Master of Public Administration, John Jay College, City University of New York, NY - 1994
Bachelor of Sciencein Management, Park University, El Paso, TX - 1991
Associate of Applied Science in General Management, El Paso Community College, El Paso, TX 1985

Office Location

El Paso, TX

Office Hours

Anytime you wish to contact me.

Daytime Phone

Cell - (915) 474-8249

Other Phone

Fax - (915) 778-9409


Semester Dates

October 22, 2007 to December 16, 2007


WCT, EN306B, MG352

Credit Hours



Leaders and the Leadership Process, 4th edition: Pierce and Newstrom, McGraw-Hill. 2006,
ISBN #0-07-298743-X

Textbooks can be purchased through the MBS bookstore

Additional Resources:

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Course Description:
Consideration of managerial problems and/or policies. Topics include: the role of values and assumptions in administrative situations, especially their influence on administrators choices among possible ends and means; the skills, attributes and personal qualities that enhance effectiveness of responsible individuals as they work with others in organizations; and the determinants of organization and executive action. PREREQUISITES: MG 352 and EN 306B or equivalent. It is strongly recommended that all major core courses be completed prior to enrolling in this course. 3:0:3

Educational Philosophy:

Leadership and the Growth of People This course, like your entire education, is all about you and your own personal growth. The growth of people—you and me, the students of leadership—represents the essence of this course. It is my hope that accompanying your development of an understanding of organizational leadership, you will come to discover that a significant part of your role as a leader should be directed toward the growth and development of people—your organization’s human resources.

My role: It will be my role to guide your reading, to provide you with an occasion to think and explore the concept of leadership.  

Your role: Be curious; be inquisitive; take your education seriously; open yourself up to new information and ideas; think about what it is that you are hearing and reading.

 Our lives are filled with continuous contact with people who are in positions of leadership. We are continually experiencing the consequences of the acts of leadership; some of these may be rewarding and constructive; some may be frustrating, controlling, destructive, and dysfunctional. Regardless of the end of the continuum that they represent, they provide us with an opportunity to learn, observe, experience, think about, analyze, and learn from all of these leadership transactions

Learning Outcomes:
  Core Learning Outcomes

  1. Define the term “Leader.”
  2. Define the term “Leadership Process.”
  3. Identify and discuss several traits that differentiate leaders from non-leaders.
  4. Describe and discuss the relationship between gender and leadership effectiveness.
  5. Describe five sources of leadership power(s).
  6. Discuss the Path Goal approach to leadership, especially as it applies to situational leadership and leader effectiveness.
  7. Describe at least three differences in cross-cultural leadership.
  8. Discuss the how and why negative outcomes are produced by some leaders.
  9. Describe the leadership process in work teams.

Core Assessment:

All Park University courses must include a core assessment that measures the course's Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. 

For this course, the core assessment is a Comprehensive Final Examination to be administered in all sections of MG 401. This exam is worth at least 30 percent of the student's final grade and will test students' mastery of the Core Learning Outcomes (as listed on this syllabus) through definitions, essay, and/or multiple choice questions. 

This core assessment is a CLOSED BOOK, CLOSED NOTES comprehensive examination that must be administered and proctored in the classroom and may not be given as a take-home examination. Students should not have access to the exam or its questions before it is administered. The duration of the exam can be no longer than two hours. 

No computers, or materials other than a writing instrument and a calculator without text functions and communication may be used for the exam; this applies to all students, regardless of whether the exam is for on-line or face-to-face students. Completion of the exam is strictly individual; students may not work in groups to complete the exam.

Class Assessment:

The three most important grading criteria for your work will be breadth, depth, and application/synthesis of course concepts. For purposes of this course, the following definitions will apply to each of these terms:
  • Breadth (B): Refers to the "number" of chapter and lecture concepts that you apply to the homework questions, case discussions, and report.
  • Depth (D): Refers to the degree you provide "detailed" analyses to the homework questions, case discussions, and report.
  • Application/Synthesis (A): Refers to the chapter and lecture concepts and higher order thinking you "apply" to your homework questions, case discussions, and report. You can accomplish this by referencing page numbers, concepts such as Porter's Five Force model, etc. and utilizing higher order thinking.

Each time you submit work, I will respond (In the comment section) to the work you submit with either a B, D, A, or combination thereof. For example, if you need additional Depth and Application as they relate to your work, I will provide the following comment:

Areas for additional focus: D1/A2.  Note:  A number (1, 2, or 3) by the letter indicates the degree to which additional focus is needed.  For example, D1, indicates a small amount of additional depth is needed, a D2  indicates a moderate amount is needed, while a D3 indicates a substantial amount is needed.  In terms of relating the above to point deductions, the following can be used as a guideline (Actual point deductions may vary somewhat)

Homework Point Deductions

  • B1 or D1 or A1  =  1 point deduction
  • B2 or D2 or A2  =  2 point deduction
  • B3 or D3 or A3  =  3 point deduction
  • B1/A1, etc. = 2 point deduction
  • B1/A2, etc. = 3 point deduction
  • B1/A3, etc. = 4 point deduction
  • B2/A2, etc. = 4 point deduction
  • B2/A3, etc. = 5 point deduction
  • B3/A3, etc. = 6 point deduction
  • B1/A1/D1, etc. = 3 point deduction
  • B1/A2/D1, etc. = 4 point deduction
  • B1/A2/D2, etc. = 5 point deduction
  • B1/A3/D3, etc. = 7 point deduction
  • B2/A2/D2, etc. = 6 point deduction
  • Etc.

Case Point Deductions

  • B1 or D1 or A1  =  2 point deduction
  • B2 or D2 or A2  =  4 point deduction
  • B3 or D3 or A3  =  6 point deduction
  • B1/A1, etc. = 4 point deduction
  • B1/A2, etc. = 6 point deduction
  • B1/A3, etc. = 8 point deduction
  • B2/A2, etc. = 8 point deduction
  • B2/A3, etc. = 10 point deduction
  • B3/A3, etc. = 12 point deduction
  • B1/A1/D1, etc. = 6 point deduction
  • B1/A2/D1, etc. = 8 point deduction
  • B1/A2/D2, etc. = 10 point deduction
  • B1/A3/D3, etc. = 14 point deduction
  • B2/A2/D2, etc. = 12 point deduction
  • Etc.

I will submit "summary" grades via email to you after the first two weeks, after the next three weeks, and then after the final three weeks. You are more than welcome to contact me any time you wish to discuss your grades-to-date. Also, your participation grade will be determined by your positive responses to the case postings of others and your timeliness in terms of submitting your work, etc. Note: Five point penalty for late work

IMPORTANT!! Your grade for each case posting will be determined not only by the "B-D-A" of your postings, but also by your positive responses to the postings of your team members. Please respond to at least one posting of another student for each case analysis. Failure to do so will result in a loss of five points for each case you post in the Discussion Area.


Position paper (1)           150                             15
Research Paper (1)        150                             15
Lessons Learned              40                               4
Homework (8)                  160                             16
Cases (4)                         200                              20
Final (1)                            300                              30
Total                             1,000 points               100%


90% to 100% of total points = A

80% to  89%  of total points = B

70% to  79%  of total points = C

60% to  69%  of total points = D

Below   60%                           = F

The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business and Management courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business and Management.

Late Submission of Course Materials:
Submission of Late Work will result in a 5 point penalty for each late assignment.

Course Topic/Dates/Assignments:

Week 1 Leadership Lessons from Homer’s Odyssey
Read: Prologue Self-Assessment: Self-confidence
Read: Kramer (1992) The Concept—Leadership—What Does It Mean? Read: Introduction to Chapter One (Introduction to Leadership), Pierce & Newstrom (2003) The Meaning of the Concept Leadership (cont)
Read: Murphy (1941); Hollander & Julian (1969)) The Leader-Follower Relationship
Read: Introduction to Chapter Two Self-Assessment: Leader-Member Exchange Read: Scandura (1999); Dirks (2001); Graham (1993)
Case: Sam Perkins
Work due by the end of the week: Homework and case assignment

Week 2 Who is the Leader as a Person?
Read: Introduction to Chapter Three (Leaders and the Role of Personal Traits)
Self-Assessment: Motivation to Lead Read: Kirkpatrick & Locke (1991); Judge, Ilies, Bono, et al
What Role does Gender Play in the Leadership Process?
Read: Introduction to Chapter Four (Leadership and the Role of Gender) Self-Assessment: Masculinity-Femininity
Re Read: Kent & Moss (1994); Eagly & Johnson (1990); Baril, Elbert, et al
Case: Exploring Leadership Beliefs
Work due by the end of the week: Homework and case assignment

Week 3 How do People become Leaders?
Read: Introduction to Chapter Five (Leader Emergence) Self-Assessment: Self-Monitoring Re Read: Hollander (1964); Salancik & Pfeffer (1977); Dobbins, Long, Dedrick, & Clemons (1990)
POSITION PAPER How do Leaders Move Others?
Read: Introduction to Chapter Six (Leadership as an Influence Process) Self-Assessment: Influence Tactics Read: French & Raven (1959); Yukl & Tracey (1992)
Case: None
Work due by the end of the week: Homework and Position Paper

Week 4 What do Leaders do?
As a Behavior, What is Leadership?
Read: Introduction to Chapter Seven (Leadership and Leader Behaviors)
Self-Assessment: Initiating Structure and Consideration
Read: Bowers & Seashore (1966); Fleishman & Harris (1962); Tjosvold (1984)
What Role does the Situation Play in the Leadership Process?
Read: Introduction to Chapter Eight (Leadership and Situational Differences)
Self-Assessment: Least-Preferred Co-worker (LPC)
Read: House & Mitchell (1974) Read: Fiedler (1972); Hersey (1996)
Case: None
Work due by the end of the week: Homework and midterm

Week 5 What Role does the Cultural Context Play in the Leadership Process?
Read: Introduction to Chapter Nine (Leadership in the Cross-Cultural Context)
Self-Assessment: Individualism-Collectivism
Read: Hofstede (1993); Dorfman, Howell, Hibino, Lee, Tate, & Bautista (1997)
What is the Role of the Follower in the Leadership Process?
Read: Introduction to Chapter Ten (Followers and the Leadership Process)
Read: Greene (1975); Sanford (1980); Hollander (1992)
Case: A Different Style of Leadership
Work due by the end of the week: Homework and case

Week 6 How Important is Participation as a Leadership Style?
Read: Introduction to Chapter Eleven (Participative Leadership)
Self-Assessment: Participatory Leadership Attitudes
Read: Sales (1966); Vroom (2000); Miller & Monge (1986)
Are there “Substitutes” for Leadership?
Read: Introduction to Chapter Twelve (Leadership: Substitutes, Neutralizers, and Enhancers)
Self-Assessment: Group Cohesiveness
Read: Kerr & Jermier (1978); Podsakoff
Case: Donny is my Leader
Work due by the end of the week: Homework and case assignment

Week 7
Leadership and Work Teams
Read: Introduction to Chapter Thirteen (Leadership and Work Teams)
Self-Assessment: Emotional Intelligence
Read: Druskat (1988); Manz (1987)
Charismatic and Transformational Leadership
Read: Introduction to Chapter Fourteen (Charismatic and Transformational Leadership)
Self-Assessment: Transformational and Charismatic Leadership
Read: House (1990)
Case: None
Work due by the end of the week: Homework and research paper

Week 8 Dysfunctional Aspects of Leadership Read: Introduction to Chapter Fifteen (Dysfunctional Aspects of Leadership)
Self-Assessment: Machiavellianism
Read: Miller (1977)
Work due by the end of the week: Homework and final

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 Undergraduate Catalog Page 85-86
Cheating in any form will not be tolerated. It will be dealt with very swiftly and very appropriately.

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2007-2008 Undergraduate Catalog Page 87-88

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: .


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Last Updated:9/28/2007 5:13:17 PM