IMPORTANT COURSE ASSUMPTIONS

The instructor assumes that you will contribute your unique skills, experiences, and perspectives. I expect you to prepare for each class session, actively participate each day, and thoughtfully discuss the readings. If you foresee problems with regard to attendance and/or preparation, discuss this with me prior to the class session. I am available to talk with you during office hours or, if needed, on an appointment basis. Please do not undertake this course if you plan to be absent more than two times. Two excused absences are permitted. Each student is responsible for signing the attendance sheet at each class. Attendance at the off-site session is mandatory. I expect you to take an active role in constructing your learning experience. The syllabus is a framework for the class and the instructor reserves the right to change should her professional judgment so determine.

If you are a qualified person with disabilities who might need appropriate academic adjustments, please communicate with me as soon as possible so that we may make appropriate arrangements to meet your needs. Frequently, we will need to coordinate academic adjustments with other offices on campus.

GRADE CONTRACT: The grade contract implies that you are capable of choosing the grade you wish to achieve and that you will consult periodically with the instructor on how best you can prepare to achieve that goal. The minimum requirements for each grade are below:

C grade: At least a C grade on papers #1, #2, & #3a.

(satisfactory) Completion of all reading & exercise assignments demonstrated by active class participation,

& at least a grade of C on the team presentation.

B grade: Above work plus at least a grade of B on paper #1, #2, & #3a, and

(good) at least a grade of B on the team presentation: (Option 1)

A grade: Same requirements for a B grade (but not paper #3a) and a grade of A

(excellent) on the final paper (3b): (Option 2)

Note: Fractionalized grading may be used at the instructor’s discretion.

COURSE ASSIGNMENTS

A. Written Work & Field Experience

All papers are expected to be well written and neat in appearance. You may want to consult Turabian, Merriam-Webster, or Strunk & White college handbooks. Paper specifications are:

8 x 11”, double spaced, 1" margins, 12 pt. font; no folders or binders – simply staple pages.

1. Personal Expectations Paper (3 pages) Due: Jan. 31

This paper must explain in some detail your expectations and goals for yourself in the course. Provide some background information about yourself in order to contextualize your goals. You may want to refer to these goals in future papers. If you have any particular concerns or challenges concerning your ability in the class, please discuss these.

2. Leader-Teacher Project and Paper (6 - 8 pages). Due: Mar. 7 (See also page 7)

This assignment has two parts - a field component and a written component. You will be matched with a local business leader who has volunteered for this project. Contact this “Leader-Teacher” NOW and arrange to spend at least a half day with him/her. Interview this person about leader practices and ask about his/her personal best experience using p. 330 in K-P as a discussion guide. Analyze your experience with this leader using the K-P framework as the analytical framework. Use examples and quotations from the leader to illustrate your points and remember that your paper should be written as a leader - case study analysis and not as an interview. Conclude with substantive comments about your personal lessons and your insights on creative leadership resulting from your observation and analysis of the leader’s practices. Attach a copy of your thank you letter to the end of your paper.

3a. Option 1 Myself as Creative Leader Paper (6 - 7 pages plus references)

For students who wish to obtain a B grade. Due: May 2

This paper analyzes the progress that you have made in meeting your personal leadership expectations during the course. Evaluate what you have accomplished and any unfinished work that you would like to continue to further develop your leadership and creativity goals. Integrate relevant concepts from the required reading material and draw upon your total learning experience in this course including team development work and relevant personal - LPI material.

3b. Option 2 Comprehensive Creative Leadership Paper (14 - 16 pages plus references, etc.)

For students who wish to obtain an A grade. Due: May 2

This final paper is a comprehensive analysis of creative leadership issues and/or innovative organizational issues that pertain to yourself and to the course. You must include a relevant bibliography. A one – two paragraph proposal of your paper must be submitted by Apr. 11 for review & comment by the instructor. You may use your class presentation material for this paper; you may want to focus on an innovative organization; or focus on your work to release your creative leadership potential. Papers must be analytically oriented and must include substantive personal insights on what you are learning from your analysis. Integrate relevant concepts from the course and other readings to demonstrate your understanding of key course concepts. You may address the LPI material in this paper, what progress you have made in meeting your goals, and what you have learned about creative leadership and working with others/team building.

B. Creative Leadership in the New Millennium: Team Project & Presentation

Your team of about 3 class members will be responsible for designing and presenting a creative class session (about 1½ hours) near the end of the course. Each team must submit a one page preliminary plan of action for the presentation and review it with the instructor at least 3 weeks before the due date (a format will be handed out). You must draw upon the lessons of one or two books or focus on a team organizational off-site project to address Creative Leadership and Innovative Organizations in the New Millennium. Be sure to rely on the individual and collective knowledge of your team members and bring their expertise and experiences into your presentation. Make it a memorable learning experience for all. Stretch your imagination, the main goal is to lead us together on a creative learning adventure. One week prior to your presentation, you will need to hand out at least two articles and one website URL for the members to read. It is important to utilize team development skills from previous classes and our off-site session to enhance your team’s effectiveness. Each team is responsible for self-monitoring of effective team development practices. Presentation format can include onsite or off-site: intro, highlights of book or issues of target organization, experiential exercise, your team’s development issues, speaker, lessons. The team receives a collective grade evaluation for this presentation; following the presentation, the team and instructor will debrief the team’s dynamics.

Readings & Exercise Assignments:

Each team will be asked to facilitate a brief discussion of the readings starting Feb. 7

Jan. 17 Kouzes & Posner (K&P): Foreword & Preface

Introductions & Norms for class

Leader Characteristics & Personal Best Exercise

Jan. 24 K&P: Chapters 1 & 2: When leaders are at their best

Csikszentmihalyi (C): Chapter 1: Setting the Stage

MBTI (prep prior to class) & Form Teams in class

Assignment of Leader-Teachers

Jan. 31 K&P: Chapters 3 & 4: Challenging the process

Off Site Session @ 4:15 pm: Rick Johnson & Company: 1120 Pennsylvania St. NE (corner of Pennsylvania Ct.); phone:266-1100

Feb. 7 K&P: Chapters 5 & 6: Inspiring a shared vision

Article on President Bush or Secretary Powell……..

J. Bennet: “C.E.O., U.S.A.,” NY Times Magazine, Jan. 14, 2001

B. Keller: “The world according to Powell, “ NY Times Magazine, Nov. 25, 2001

& Leadership Practices Inventory (LPI): prepare your LPI analysis prior to class & be prepared to discuss your scores with your team in class.

Feb. 14 K&P: Chapters 7 & 8: Enabling other to act

D. Meyerson & J. Fletcher, “A Modest Manifesto for Shattering the Glass Ceiling”, Harvard Business Review, 2000

D. Tannen: "The Power of Talk” HBR, 1998

Guest Speaker: Dr. Kari Ward Karr (psychologist)

Feb. 21 K&P: Chapter 9 & 10: Modeling the way

D. Coleman, “Emotional Intelligence,” HBR, 2000

Prep for Off Site Session: What issues does your team need to work on?

Feb. 28 K&P: Chapters 11 & 12: Encouraging the heart

TEAM BUILDING/LEADERSHIP OFF SITE SESSION

UNM Children’s Psychiatric Hospital on North Campus (N end of Yale Blvd.)

Contact Person: Dan Scaduto Phone: 272-5011

Bring appropriate clothing and exercise shoes for outdoor activities & water/juice.

Mar. 7 K&P: Chapter 13: Beginning the journey

Bring one page of your ideas on developing your team’s effectiveness to discuss with your team and to hand out to members & to the instructor.

Mar. 21 C: Part 1: Chapters 2 – 6: The Creative Process

Mar. 28 C: Part 3: Chapters 10 – 14: Domains of Creativity

Note: Each team at least one week before its presentation must distribute at least two (2)

articles and the URL for at least one website for class members to read and prepare for the

following week’s class presentation. Some suggested books and organizations to draw upon for

the presentations include:

Youth Development, Inc., The Santa Fe Institute, Acoma Pueblo, Sandia Pueblo, Bueno Foods, Rose Papers, Sandia Peak Tram Company, & Good Samaritan Center.

Emotional Intelligence or Emotional Intelligence at Work

Why The Best Man for the Job is A Woman or Elizabeth I CEO

How To Succeed as a Hispanic in Business

Sitting Bull

Organizing Genius or Leadership and The New Science

MGT 568

DISCUSSION TOPICS AND ASSIGNMENTS

Jan. 17

Overview of Course

Introductions

Jan. 24

Leading vs. Managing,

MBTI

Form Teams

Jan. 31

Challenging the Process

OFF SITE SESSION

Due: Personal Expectations Paper

Feb. 7

Inspiring a Shared Vision

LPI

Feb. 14

Leadership

Enabling Others

Feb. 21

Modeling the Way

Team Building for Leadership

Prep for

Off Site Sessions

Feb. 28

Encouraging the Heart

Team Building for Leadership

OFF SITE

SESSION

Mar. 7

Beginning the Journey

Team Debriefing

Leader-Teacher Debriefing

Due: Leader - Teacher Paper

Mar.21

Leadership

Creativity

Leader-Teacher Debriefing

Mar. 28

Leadership

Creativity

Apr. 4

Team

Presentation

Debriefing

Apr. 11

Team Presentation

Debriefing

Due: Final paper proposal

(Option 2)

Apr. 18

Team Presentation

Debriefing

Apr 25

Team Presentation

Debriefing

May 2

Team Presentation

Debriefing

Celebration!

Due: Personal Leadership Paper

(Option 1 or 2)

Anderson Schools of Management “Leader-Teacher” project for

Creative Leadership & Innovative Organizations Class (Mgt. 568)

Spring 2002 –

Professor Helen J. Muller

“Creative Leadership & Innovative Organizations” is a graduate class that Professor Robert Rehder initiated in the mid 1970’s. This is an elective class for the human resource management concentration or for general elective credit. The course is a mix of practice and theory pertaining to: a) best practices of leaders and managers, locally and nationally, and b) developing and releasing the leadership potential of each student. The course considers the interrelationship of culture with creative leadership practices. The Leadership Challenge by Kouzes & Posner and their “Leadership Practices Inventory” along with Creativity by Csikszentmihalyi are the core texts. The course requires that students work individually and in teams and includes a final project presentation. One important assignment asks students to interview a leader in the community and write a paper on this individual’s leadership practice.

The “leader-teacher” project is designed to enhance students’ field-assignment experience with a leader in the community. Each student is hosted by a leader in the community for about a half day during which the student interviews his/her and then observes the individual in action. Such events could include attending a meeting that the leader chairs or observing interaction with staff persons or accompanying the leader to an out-of-office event. The idea is to “shadow” the leader for at least half day to witness leadership practice by a seasoned professional. This enables a student to go beyond the interview material and book examples because the “leader-teachers” are professionals who are teaching students at the job site. The formal feedback that I obtained from both leaders and students in previous courses where this project happened is very positive.

The “leader-teacher” project is an integral part of the Creative Leadership & Innovative Organization class with ASM board members and other community leaders participating as hosts at their workplace. Students in previous semesters benefited and enjoyed the on-site interviews of leaders and they are eager for further such interactions on a one on one basis. Alternatively, ASM Board members and other community leaders benefit from close contact with ASM students and from learning about the problems and issues in educating our students to become future leaders in our community.

This project is to begin again in the spring semester 2002 which starts in mid - January. The students contact leaders to schedule an appropriate field day during February. Student papers on the experience are due mid-March. I will solicit feedback from “leader-teachers” about their participation for the project assessment purposes. I would be pleased to answer any questions – I can be reached at muller@anderson.unm.edu or at 277-7133.

CREATIVE LEADERSHIP AND INNOVATIVE ORGANIZATIONS

MGT 568 – Spring 2002

TEXTS

IMPORTANT COURSE ASSUMPTIONS

MGT 568