1. MBA8510: Leadership & Teambuilding WWW. HOMEPAGE.VILLANOVA.EDU/GREGORY.GULL Gregory Gull, Ph.D. Office: Bartley 2008 Phone: 610-519-4374

2. Issues What is our (yours and mine) intention? What are your expectations of this experience? How will the course be conducted? How will learning be assessed? What are our responsibilities?

3. My Intention To guide you in your quest to become that which you potentially are…in short, an example of greatness –To enhance and deepen your understanding of leadership –To help you develop and strengthen the skills needed in cultivating teamwork

4. Required Source Material Stephen Covey’s, 7 Habits of Highly Effective People Articles as identified in the syllabus Wall Street Journal—articles relevant to our discussions James O’Toole’s, The Executive Compass

5. Learning Outcomes Learners will be able to: Develop a personal mission statement that is a synthesis of: –What they want to be (character) –What they want to do (contribution) –How they want to do it (values/principles) Integrate the concepts of individual and organizational leadership in determining the critical components in the design and implementation of organizational transformation Effectively guide a group of people toward becoming a high performing team Make sound ethical decisions

6. Learning Assessments & Weights Participation…………….….20% My-3-Habits Paper…………20% Ethical Leadership………....20% Journal……………………...20% Consulting Report…………..20%

7. Why Are We Here? Reality Leadership To Learn (about) LEADERSHIP!

8. What does it mean “to learn”?

9. Learning is More than acquiring facts More than acquiring new techniques The acquisition of a different way of looking at the world –gain a new perspective in a particular discipline –expand & deepen understanding of “reality” –acquiring Knowledge

10. Information is not equal to Knowledge Information is data arranged in meaningful patterns Information, alone, is useful when dealing with determinate sets of routine problems Knowledge is required in dealing with indeterminate problems &/or rapid change-- like Leadership Knowledge is the residue of Thinking with Information –Turning over in our minds the relationship of problems/issues to facts & theories Knowing requires flexibility with multiple views of reality & the future –Knowledge, unlike information, can’t be separated from context –Knowledge is socially constructed –Knowledge requires communication; building on ideas of others Knowledge is created at the boundaries of the old –There can be no Knowledge without Interaction, Interpretation and the anticipation of Action--the “process of knowing”

11. There can be no learning without (new) thinking... There can be no new thinking without an inquiring mind nor without engaging in dialogue

12. Journal Synthesis w/ Brief Summary of Key Points –represents your understanding of the information/material –can be telegraphic style –need not be complete sentences –Synthesis of readings Reflecting & Turning Over in your Mind, What was Read –relating to experiences –challenging accepted belief –demonstrating engagement in the reading explorations of the mind that challenges “what is” entertaining questions that stretch your thinking beyond the boundaries Post Class Discussion: Feelings, new thinking, relevance

13. Instructional Approach Facilitative Participatory Learner-Centered

14. What Should Our Roles & Responsibilities Be? Mine, as facilitator Yours, as participant

15. Participation Attendance = 40% Engagement = 60%

16. Responsibilities Make use of student’s experience Be aware of the progress of the students Be enthusiastic & encourage participation Be adaptable & cooperative Recognize the need to learn Relate new ideas to their experiences Be aware of their own progress Engage themselves in their own learning Be cooperative and adaptable Instructor Student To Be Co-Learners: To Create a Community of Learning

17. Relationship of Roles Passive Engage Lecture Facilitate

18. Effect of Our Relationship Passive Engage Lecture Facilitate Bored w/ Info Empowered w/ Knowledge

19. My-3-Habits: A Personal Application Intra-personal aspect of the leadership journey Requires you to reflect –Circle of concern/influence Conscious intention –Re-scripting, re-centering –Principles, values Your plan –Statement of purpose –Outline steps

20. Final Exam Option Essay Short Answer Seeking to Assess Depth of Understanding Memorizing this or that fact will be of little benefit

21. Experiential Exercise: Topic—”How do you know you’ve experience leadership?” Form groups of size 6 – 8 Each take two (2) Green colored cards and one (1) of each other color. You will have a hand comprised of six (6) cards. You will engage in a group discussion whereby how you participate will be directed, and limited by, the instruction on the cards. You must play a card before entering the discussion. Trading cards with other participants is NOT ALLOWED When the cards in your had are used up, you can no longer be a discussant in the conversation. In the process, try also to be aware of not only what’s happening, but how you feel about what’s happening.

22. Experiential Exercise: Topic—”Develop a definition of leadership?” Form groups of size 5 - 7 You will engage in a group discussion whereby how your participation will be directed, and limited by, the following: –Build on a point made by another –Introduce a new related topic/issue –Explore an issue previously presented by another –Ask a question of a previous discussant –Interrupt the flow of the discussion Each can only be used once, except for ‘Build’—which can be used twice! When the options are used up, you can no longer be an active participant in the discussion. In the process, try also to be aware of not only what’s happening, but how you feel about what’s happening.

23. Debriefing: What Happened? What was it like to have a discussion under these circumstances? How did you feel? As you were engaged in the discussion, did you think of other functions (options) that were not listed? What were they? Why these? Did you have options left? Which ones and why? What option did you use first? Why?

24. Debriefing: Implications & Applications? What are the advantages/disadvantages of having a discussion in this way? What lessons can be derived from your experience in this exercise? What can you distill from this exercise that will help you improve the learning experience in this course (or other courses)? Which specific measures regarding roles and levels of participation in discussion—that is, working norms— should we formally incorporate into the way we interact throughout this course? What lessons are applicable in your work life?