UNIVERSITY OF CALIFORNIA, RIVERSIDE School of Business Administration BUS 156 Leadership Development SPRING 2012 Dr. Sean D.

Jasso No organization can possibly survive if it needs geniuses or supermen to manage it. It must be organized in such a way as to be able to get along under a leadership composed of average human beings. -Peter F. Drucker Lecture: Office Hours: Contact: Introduction Welcome to the course! Among the many disciplines that center on human development, leadership is perhaps the most studied. The literature on leadership is vast and the organizations dedicated to studying and teaching leadership are equally abundant from the many leadership institutes in universities and business schools such as those at Harvard, Claremont, and Michigan to the countless corporate leadership training centers such as GEs famous Crotonville executive education program to The Ritz-Carlton leadership training institute. As a business student, you will encounter leadership components in many of your core courses including organization behavior, ethics, and strategy to name a few. In this course, you will naturally be immersed in all aspects of leadership. A shared philosophy among both scholars and practitioners of leadership is that leadership can be developed and we will build on the premise that leaders arent necessarily born, but rather develop over time. Course Objectives The central objective of the course is to prepare you to lead the focus being primarily on the business enterprise. This course has roots in psychology, politics, economics, sociology, and social anthropology social and behavioral sciences dedicated to answering the puzzling questions of human behavior engaged in decision making and leadership. Hence, our overarching goal is to introduce you to viewing the business enterprise from the perspective of the leader not necessarily the CEO, but anyone responsible for delivering results most often during times of uncertainty and change. At some point in your career, you will be the one responsible for leading the enterprise. Your future leadership decisions begin with your training today. To accomplish this goal we will approach the material at three levels: The course is segmented into three levels: Level One Leadership Theory (HBR/Nohria/Khurana) Level Two Leadership Practice (Nohria/Khurana) Level Three Application and Judgment (Tichy and Bennis)
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2:10 3:30 pm: OLM 421 MW 9-12 Olmsted 2333 sean.jasso@ucr.edu

Readings HBRs 10 Must Reads. On Leadership. Boston, MA: Harvard Business Press, 2011. Nohria, Nitin and Rakesh Khurana (Eds). Handbook of Leadership Theory and Practice. Boston, MA: Harvard Business Press, 2010. Tichy, Noel and Bennis, Warren. Judgment: How Winning Leaders Make Great Calls. Portfolio, 2007. Note: Included in the syllabus is a substantial working bibliography of important journal articles and books on leadership. I will highlight some of my favorites throughout our course. One of my own mentors while studying at Claremont is Richard Ellsworth a retired professor of leadership and executive management from the Drucker School. Ellsworth provides a wonderful perspective on leadership and its importance on the enterprise. Responsibilities and Grading The following are the deliverables for the course: Contribution Exams Judgment Analysis Paper Leadership Handbook Grading Scale A = 94% - 100% A- = 90% - 93% B+ = 87% - 89% B = 84% - 86% B- = 80% - 83% C+ = 77% - 79% C = 74% - 76% C- = 70% - 73% D+ = 67% - 69% D = 64% - 66% D- = 60% - 63% F = <59% Contribution You are expected to come to class as though you are coming to a business meeting on time and prepared. Please note if you are not in class, you have not contributed and this will affect your contribution grade. If you must miss a class, you must advise me of your intended absence with as much notice as possible. Roll will be taken at each meeting. I expect you to have completed the various readings before our meeting and be ready to engage in conversation with your colleagues and with me. Business classes are meant to be interactive, lively, and participatory from the entire group. I encourage you to ask questions, argue with me and your classmates, and to challenge some of the theories and concepts we will explore. You
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25% 50% 25% Priceless

will have many opportunities to speak your mind and I will often assist you along with the process of communicating to the group. Contribution Deliverables: Each week on selected days you will submit reading notes. The aim of reading notes is to help you read critically and actively to be engaged in the work. You will find this tool essential in graduate school so it is here we begin the habit. The reading notes will be measured using the level-five evaluation criteria and must contain the following: APA bibliographic citation of the work and subchapter Identify and discuss authors main objective Critical analysis - discussion of theory/practice/issue and its overarching contribution Strengths and Weaknesses of the reading One page maximum, single-spaced, ten-point font, business-block format

Exams You will take two major take-home exams. These exams will be centered on thematic questions taken from our lecture series and readings. Ten double-spaced, typed pages is the minimum target and 15 pages is the maximum. The organization of your answers, the complexity of your analysis, the quality of your supporting literature and the clarity of your critical thinking are the key elements of your evaluation. I will provide the exam questions one-week in advance and you will submit the exam both in hard copy in class as well as via safe-assignment through our blackboard portal. Late exams will receive a ten percent late penalty per day. Exams not submitted on time through safe assignment as well as via hard copy in class will be considered late. Therefore, I look forward to receiving your papers on time. To reiterate the policy on plagiarism, there is simply no tolerance for this behavior and your exam will be rejected, given a zero and you will risk being dropped from the course with a failing grade. Many of you have worked with me before and you know I am fair and care about your work and your future. I cant help you when you produce work that is not authentic. This is what I want you to produce your authentic self. This in fact is the beginning of a healthy and productive leadership journey. I have a reader for this course who is an expert in my teaching methodology and who reads under my supervision. Working closely with my reader, together we will process your work as quickly as possible putting quality first. A letter grade will be assigned based on my writing criteria included later in this syllabus. Judgment Analysis Paper (see appendix for full assignment) One of the books we will read is Tichy and Bennis Judgment. Both of these scholars are famous educators in leadership and their recent book is an essential tool for new and seasoned leaders. At the end of the book is the Handbook for Leadership Judgment. The authors assert that good judgment is the essence of good leadership and, moreover, without good judgment, nothing else matters. The authors Handbook will help you shape your knowledge beyond the facts of leadership theory and will walk us/you through the four bases of knowledge that lead to good
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judgment: self-knowledge; social network knowledge; organizational knowledge; and contextual knowledge. The assignment will consist of a written document that develops some of the primary application and assessment tools from the Handbook. This is a ten-page, double-spaced, Times New Roman document. Details are in the Appendix of this syllabus. (Note: the Judgment/Handbook is not the same as your Leadership Handbook noted below). Leadership Handbook This is a great tool for you to take with you after you complete the course. This is an individual project that is evaluated, yet not part of your total score. The content of the book you write should apply to you, your job, and your future. Your Leadership Handbook should consist of 50 to 100 brief instructions that highlight the theories, fundamentals, models, and insights we have studied. Note: the first page of your Handbook will include your personal Teachable Point of View as well as your personal code of ethics. You will want to develop this handbook throughout the entire course. My Philosophy and a Word on Grading Your final grade is your ultimate evaluation of your work in this course. Take a look at the grading scale above and know that the average grade in this course falls within the range of 2.85, a B-, to a 3.0, a B. This means most students perform above or at the passing level while a few fall below and others excel above this level. Passing means you have performed all or most of your deliverables. To pass this course means you have done the job and you are fulfilling the requirements of the University and of the Business School. It is understood that you are all working under different circumstances in which your personal and professional interests and responsibilities require you to make tradeoffs while you are in college. I understand this as I, too, was once in your shoes. Do your best this is all I expect. Most of you, if not all of you will pass this course. This course, as you may expect, is designed to challenge you and move your mind perhaps more than other courses you may have taken or perhaps may ever take. The material is demanding as you will learn that leadership is everything everything for the success of the business, for management, and for a sustainable and competitive career. The top tier performers in the course who will reach beyond the average will be those who make the tradeoffs, manage their time, communicate with me, and, most importantly, immerse themselves into their studies. I want all of you to pursue excellence and I will give you the tools to move toward this goal. All of your work will be graded with quantitative results based on a traditional letter / percentage grade. I will also grade your work and make my final evaluation of your assignments as well as final grade with a qualitative perspective using a Level 5 Excellence Scale. In its simplest form, this is the way I think and below is the scale: Level 5: Excellence (superior, outstanding, highest quality, the finest, brilliant) Level 4: Good (strong, proficient, good quality) Level 3: Standard (complete, acceptable quality, on time, passing) Level 2: Poor (incomplete, late, poor quality, potentially unacceptable) Level 1: Failing (not submitted, no effort, drop the course) Put this Level Scale into perspective what level performer would you want flying the plane, managing the business, raising the kids?

Dr. Jassos Ethics Intellectual curiosity is our purpose Honesty and integrity matter here Time management is essential Communication yields success Professionalism is our environment Leadership through service

About Your Professor, Dr. Sean D. Jasso

Education Ph.D., Claremont Graduate University, School of Politics and Economics MPP, Claremont Graduate University, School of Politics and Economics MBA, Pepperdine BA, UCLA Research Concentrations Business and Management: strategy, marketing, corporate governance, leadership, ethics, globalization, entrepreneurship, small business, the new corporation Politics and Economics: public policy, political economy, American politics, comparative politics, political risk, war, peace, democracy, the new politics Professional Professor, writer, consultant Independent management and leadership consultant Serving industries in manufacturing, hospitality, healthcare, entertainment, construction, retail, and wealth management Various writing projects focusing on leadership, public policy, globalization, marketing, strategy, and organizational design 10 years in hospitality/service business primarily with The Ritz Carlton Hotel Co. as well as healthcare marketing and administration

Jassos Writing Criteria

The following criteria should be used as a guideline for critical writing in this course. The general format can also provide help with organizing in-class essay exams, however, my advice for your exams are: get deep, quick An "A" essay: 1. 2. 3. 4. 5. 6. 7. Clearly and completely responds to the question, demonstrating sophisticated critical analysis. Contains a clear and specific thesis statement (located at the end of the introduction). Reflects a strong correspondence between the thesis statement and topic sentences. Uses clear focused arguments, supported by evidence, with appropriate citations. May offer unique arguments or analysis that others missed. Is well organized with few errors in sentence structure, spelling and mechanics. Incorporates complex sentences and smooth transitions, moderate to high thought-per-sentence and -paragraph counts, and specific arguments from the applicable reading assignments. 8. Contains a complete and informative reference page.

A "B" essay: 1. 2. 3. 4. 5. Adequately responds to the question but at a less sophisticated level. Has a clear thesis sentence, but the thesis statement is weaker than in an "A" paper. Advances solid arguments and supplies adequate evidence or examples for each. Is clear and generally well written, with few errors, proper citations, and a reference page. May gloss over important points or generalize where a more specific analysis is expected.

A "C" essay: Does not meet two or more of the first four criteria for a "B", but answers the question. Often these papers are too vague or broad, or do not supply adequate evidence. A "D" essay: Attempts to answer the question, but leaves large gaps in developing the arguments or analyzing the reading materials. An "F" paper: Plagiarism or failure to do the paper as assigned. Some Notes on Writing Senior-level Caliber Essays: 1) Always cite work that you paraphrase or quote (including page numbers and web addresses). 2) Never cut and paste or directly copy a phrase with three or more words from an internet or electronic source without using quotations and citing the source. 3) Paraphrasing and using a citation to credit the original author is preferable to using direct quotes when you are not trying to make a specific point about the quote itself. As a general rule, you should have at least one source cited in each supporting paragraph in the body of your essay. (The number and breadth of specific citations is a solid indication of whether you have brought sufficient evidence to bear on your analysismore is better.) Other Suggested Readings in Leadership Studies (Not Required for the Course)
Badaracco, J. & Ellsworth, R. (1989). Leadership and the quest for integrity. Boston, MA: Harvard Business School Press. Ellsworth, Ellsworth, R. R. (2002). Leading with purpose: the new corporate realities. Stanford: Stanford University Press. Banaji, M. R., Bazerman, M. H., & Chugh, D. (2003). How (Un)ethical are you? Harvard Business Review, 81(12), 56-64. Begley, T. M., & Boyd, D. P. (2003). Why don't they like us overseas? Organizing U.S. business practices to manage culture clash. Organizational Dynamics, 32(4), 357-371. Black, J. S., & Gregersen, H.B (March/April 1999). The right way to manage expats. Harvard Business Review, 77, 52-61. Breen, B. (September 2005). The three ways of great leaders. Fast Company, 49-52. Conger, J. and Riggio, R.. Editors (2007). The practice of leadership: Developing the next generation of leaders. San Francisco, CA: Josey-Bass Cooper, C.L. (2005). Leadership and management in the 21 century: Business challenges of the future. Oxford, UK: Oxford University Press. Denison, D. R., Haaland, S., & Goelzer, P. (2004). Corporate culture and organizational effectiveness: Is Asia different from the rest of the world? Organizational Dynamics, 33(1), 98-109.
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Deutschman, A. (2005). Change or Die. Fast Company, 94, p. 53. Ellsworth, R.L. (2002). Leading with purpose: the new corporate realities. Stanford, CA: Stanford University Press. Fels, A. (2004). Do women lack ambition? Harvard Business Review, 82(4), 50-60. Foote, N., Matson, E., Weiss, L. & Wenger, E. (2002). Leveraging group knowledge for high-performing decision-making. Organizational Dynamics, 31(3), 280-295. Garvin & Roberto (2001). What you dont know about making decisions. Harvard Business Review, 79(8), 108-120. Groysberg, B., McLean, A. N., & Nohria, N. (2006). Are leaders portable? Harvard Business Review, 84(5), 92-103. Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90. Gosling, J. & Mintzberg, H. (2003). The Five Minds of a Manager, Harvard Business Review, 81(11), 54-63. Hamel, G. (2007). The Future of Management. Boston, MA: Harvard Business School Press. Hamm, J. (2006). The five messages leaders must manage. Harvard Business Review, 84(5), 114-123. Sadler-Smith, E. & Shefy, E. (2004). The intuitive executive: Understanding and applying "gut feel" in decision-making. Academy of Management Executive, 18(4), 76-91. Scott, S. G. & Einstein, W. O. (2001). Strategic performance appraisal in team-based organizations: One size does not fit all. Academy of Management Executive, 15(2), 107-116.

APPENDIX: Judgment Analysis Paper Due via Safe Assignment in Finals Week Introduction Consider this a personal capstone assignment where you are the beneficiary of the lessons in Tichy and Bennis Judgment. In our short time together, you have been introduced to wide range of scholarship that attempts to explain what leadership is and why it matters. Among the common attributes of leadership the final output of leadership is the reality that leaders (you) are responsible for making the big decisions which most often parallel the success of the organization. Your job in the organization of tomorrow is to essentially demonstrate two things good judgment and decisive action. According to our authors, without good judgment, nothing else matters. Assignment This assignment is the final continuation of building upon your skills and preparation as a leader. The Judgment assignment is about you strategically preparing and designing the type of leader you will become. There are four components to the Judgment Analysis Paper: Book Review: Judgment Calls: Your Storyline: Knowledge Assessment: Tasks Book Review (2 pages) Overview of the message of the book central arguments/criticisms Key lessons for you Judgment Calls (3 pages) People, Strategy, Crisis (best examples from the book of each call) Define each element / best case scenario and why Your Storyline (2 pages) Define concept and best scenario and why (from the book) Articulate Your TPOV Knowledge Assessment (3 pages) From the Handbook (back of the book) self, social network, organizational, contextual Current position, desired position, strategy for attainment Evaluation You will earn a letter grade on this assignment derived from a quantitative measurable. Using the Level 5-Excellenc Scale your paper will fall within the following ranges: C = 70-79 (level 3: insufficient depth, surface level assessment, danger zone) B= 80-84 (level 4- : generally well written, good general coverage, done) B = 85 (level 4: good, strong, proficient, good quality, command of the material) B+ = 87-89 (level 4+: simply higher level of proficiency) A= 90/92 (level 5- : excellent work, solid depth of analysis, strong critical thinking) A = 94 - (level 5: intellectually superior, above and beyond, CEO material Central Arguments and Criticism People, Strategy, Crisis TPOV Self, Social Network, Organizational, Contextual

Schedule (Spring 2012)

Level One Leadership Theory WEEK 1: Introduction What is Leadership? Begin HBRs On Leadership WEEK 2: On Leadership Perspectives Complete HBRs On Leadership Assignment One: Reading Notes HBR your top one WEEK 3: On Leadership Theory Personal Attributes Nohria/Khurana (N/K) selected Assignment Two: Reading Notes (N/K) your top one WEEK 4: On Leadership Theory Functions and Relationships Nohria/Khurana selected Assignment Three: Reading Notes (N/K) your top one Level Two Leadership Practice WEEK 5: On Leadership Variability Core and Contingency Nohria/Khurana selected Exam One Due Wednesday in lecture and safe assignment by noon WEEK 6: On Leadership Practice Agency and Constraint Nohria/Khurana selected Assignment Four: Reading Notes (N/K) your top one Level Three Application and Judgment WEEK 7: On Leadership Development Knowing & Doing Nohria/Khurana selected Assignment Five: Reading Notes (N/K) your top one WEEK 8: On Leadership Development Being Leader Nohria/Khurana complete Begin Judgment WEEK 9: On Leadership Development Judgment 1st Half Tichy/Bennis WEEK 10: On Leadership Development Judgment Complete The Fog of War Final Arguments WEEK 11 Submission of Judgment Assignment 9