COURSE TITLE: LEADERSHIP
COURSE CODE: MMLEADER
COURSE DESCRIPTION:
The
course aims to introduce the students to a depth of thinking about individuals
and collective patterns of leadership practices. Designed as an interactive and
reflective course, the learning interventions will focus on guiding the
students to reflectively process or understand leadership patterns and dynamics
as applied in their personal and professional lives. Reflective/critical thinking and ethics-based reasoning and
decision making are emphasized.
COURSE OBJECTIVES:
Upon completion of
this course, learners are expected to competently:
1.
Understand the key conceptual frameworks and
definitions of leadership;
2.
Identify patterns of leadership behaviors
that may impact on their effectiveness as leaders;
3.
Reflectively process their experience as a
leader and synthesize lessons within the perspective of leadership; and
4.
Draft a leadership development plan,
including elements of their mission statements, as guide in their pursuit of
leadership.
COURSE
OUTLINE:
TOPIC
|
SESSION
|
Nature of Leadership
|
1
|
What Leadership Entails
|
2
|
The Leadership Development Process
|
3
|
Enneagram
|
4
|
Enneagram
|
5
|
Lifeline/ Lifebook
|
6
|
Genogram
|
7
|
Present Self
|
8
|
Decision Making and Leadership
|
9
|
Leadership and Passion
|
10
|
Call to Leadership: Sense
Of Mission From Personal History, Personality, Lineage
|
11
|
Call to Leadership: Sense
Of Mission From Challenges Of Today’s World
|
12
|
Showcasing My Personal Leadership
|
13
|
Showcasing My Personal Leadership
|
14
|
Integration Session
|
15
|
COURSE REQUIREMENTS:
1.
Attendance
This
course will cover a three hour period for each session, with a total of fifteen
sessions during the term. The maximum number of absences is three (3), beyond
which the learner will be disqualified from the course.
Although
attendance per se is not given a grade equivalent, it will have a bearing on
your participation in class activities and group presentations that will be
graded. We also believe that learners
who attend class generally do much better than those with sporadic attendance.
When you
miss class, you are responsible for the lessons taken up and are not excused on
any work assigned for that session. If
an absence is foreseeable, you are required to advise the professor on such so
that arrangements can be made for any make-up work.
2.
Class Participation
Each
learner is expected to actively participate in discussions on the assumption
that each brings a wide range of experiences to the learning process. Active participation may include asking
thoughtful questions, being willing to consider new ideas, helping the class
understand complex ideas, having a cooperative attitude and a sense of humor,
and helping others comprehend the material.
However, consideration of other students is important to avoid
dominating class discussions.
3.
Team Work and Report-Presentation
A
significant number of work done in this course will take place in small teams
of 4-5 students. Learning is facilitated
through interactive team activities that will require an open and dynamic
involvement from each learner. For the
effective functioning of teams, each member must take part in the preparation
and actual presentation of the work assigned.
No one will be allowed a free ride because of the work of other
members. In fact, each member will be
given a grade not only by the instructor but their peers in the group.
Teams will
be assigned to initiate presentation of solutions to assigned problems per
sessions, preferably in electronic format, e.g. power point. Written copies of the report will be due in class,
to be given to the other groups and to the professor, before actual
presentation. The summary report should be 3-5 pages, double-spaced, with
appropriate format. The report should cite applications of material discussed
in class as well as other relevant or interesting illustrations that are
pertinent to the problem.
The
following rubric will be used in assessing the quality of the presentation:
Traits
|
1
|
2
|
3
|
4
|
Content
Did the
presentation have valuable material relevant to the topics assigned?
|
Presentation
contained little to no valuable material.
|
Presentation
had moments where valuable material was present but as a whole content was
lacking.
|
Presentation
had a good amount of material (occasionally using exercises and problems to
illustrate a concept or citing actual business cases) and benefited the
class.
|
Presentation
had an exceptional amount of valuable material (using exercises and problems
to illustrate a concept, citing actual business cases) and was beneficial to
the class.
|
Organization
Was the
presentation well organized and easy to follow?
|
The
presentation lacked organization and had little evidence of preparation.
|
There
were minimal signs of organization or preparation.
|
Presentation
had organizing ideas but could have been much stronger with better
preparation.
|
Presentation
was well organized, well prepared and easy to follow.
|
Presentation
Did the presenters
speak clearly?
Did they engage the
class?
Was it obvious the
material had been rehearsed?
|
Presenters
were unconfident and demonstrated little evidence of planning prior to
presentation.
|
Presenters
were not consistent with the level of confidence/ preparedness they showed
the classroom but had some strong moments.
|
Presenters
were occasionally confident with their presentation however it was not as
engaging as it could have been for the class.
|
Presenters
were all very confident in delivery and they did an excellent job of engaging
the class. Preparation is evident.
|
Collaboration
Did
everyone
contribute
to
the
presentation?
Did everyone
seem
well
versed
in the
material?
|
The
members
never
worked
from
others’ ideas.
It seems
as though
only a
few people
worked
on the
presentation.
|
The
members
sometimes
worked
from
others’ ideas.
However
it seems
as
though certain
people
did not do
as much
work as
others.
|
The
members
worked
from
others’
ideas most of the time. And it seems like everyone did some work, but some
people
are
carrying the
presentation.
|
The
members
always
worked
from
others’ ideas.
It was
evident that all
contributed
equally
to the
presentation.
|
Use of Media
Did the group use any
media or materials to support their presentation?
Did they reinforce
the presentation and are appropriate, easy to understand and attractive?
|
Media
is superfluous or nothing was used during the presentation.
|
Relies
heavily on the media used. Materials rarely support the presentation.
|
Looks
at the materials often to keep track of the presentation. They are easy to
use and understand.
|
Media
are used effortlessly to enhance presentation. Materials are appropriate,
easy to understand, and attractive.
|
4.
Assignments
Completion
of written assignments is important in this course. Assignments are given in the modules before
each session, and are completed either individually or in groups. Content and presentation will be graded
accordingly.
To be fair
to all learners, assignments are due in class on the specified session dates as
indicated in the module.
The
following rubric will be used in assessing the quality of individual
assignments:
Traits
|
1
|
2
|
3
|
4
|
Effective Analysis
|
Presents
an incomplete analysis of the issues identified.
|
Presents
a superficial analysis of some of the issues identified; omits necessary
financial calculations.
|
Presents
a thorough analysis of most issues identified; includes most necessary
financial calculations.
|
Presents
insightful and thorough analysis of all issues identified; includes all
necessary financial calculations.
|
Percentage of
Requirements (Exercises/Problems/Cases) Completed
|
Failed
to meet 70% of the requirements.
|
70-79%
of the requirements are completed.
|
80-89%
of the requirements are completed.
|
95-100%
of the requirements are completed.
|
Writing Mechanics
|
Writing
is unfocused, rambling, or contains serious errors; lacks detail and relevant
data and information; poorly organized.
|
Writing
lacks clarity or conciseness and contains numerous errors; gives insufficient
detail and relevant data and information; lacks organization.
|
Writing
is accomplished in terms of clarity and conciseness and contains only a few
errors; included sufficient details and relevant data and information;
well-organized.
|
Writing
demonstrates a sophisticated clarity, conciseness and correctness; includes
thorough details and relevant data and information; extremely well-organized.
|
5.
Research Work
AGSB
recommends the use of standard style guides with preference to that of the
American Psychological Association (APA).
The following websites are suggested as guide references:
All students are
expected to comply with the following requirements:
- Mid terms may be given by the faculty member based
on the schedules set by the school.
- Reflection papers of topics discussed in class and
required readings
- Finals will be an integrative paper that captures
key learnings from the class
GRADING
CRITERIA:
Student’s
performance will be a composite of the following factors:
Class Participation /
Attendance 30%
Individual Reflection
Papers 35%
Leadership Showcase 15%
Final Integrative Paper 20%
TOTAL 100%
QUALITY
POINT INDEX
The
following QPI applies to all MBA courses:
4.0 Excellent/Outstanding 95-100
3.5 Superior 89-94
3.0 Very Satisfactory 82-88
2.5 Above Average 75-81
2.0 Average 68-74
1.5 Pass 60-67
1.0 Provisional Failure 50-59
0 Fail 0-49
SPECIAL
ACCOMMODATIONS:
If a
student is in need of course adaptation or special considerations due to
certain disability or other problems or constraints, the same should be
discussed with the instructor ASAP.
ACADEMIC
INTEGRITY POLICY:
Each
learner is responsible to know the standards of conduct and expectations of
academic integrity that apply to academic undertakings. Academic dishonesty will not be tolerated and
will result in the maximum penalty allowable as defined in the Student
Guidebook. The following are considered
serious violations per Guidebook:
·
Cheating during exams
·
Submitting spurious reports copied from
previous materials other than his/her own
·
Plagiarism.
In
understanding what constitutes Plagiarism, see the following sites:
MATERIALS OF INSTRUCTIONS:
1.
References: A
compilation of articles from different sources, coming from authors
including Ronald Heifetz, Daniel Goleman,
among others.
2.
Other References:
Achua,
Christopher F., EFFECTIVE LEADERSHIP, 5TH
EDITION, Australia: South Western/Cengage, 2013
Adair,
John Eric, DEVELOP YOUR LEADERSHIP
SKILLS, 2ND EDITION, Philadelphia, PA: Kogan Page Limited, 2013
Chandler,
G. Donald, ON EFFECTIVE LEADERSHIP: ACROSS
DOMAINS, CULTURES, AND ERAS, New York, NY: Palgrave Macmillan, 2013
Green,
Reginald Leon, PRACTICING THE ART OF
LEADERSHIP: A PROBLEM-BASED APPROACH TO IMPLEMENTING THE ISLLC STANDARDS, 4TH
EDITION, Boston, Pearson, 2013
Chris
Lowney, HEROIC LEADERSHIP, Loyola
Press: Jesuit Communications Foundation, Inc., 2003
3.
Web References:
The
following APS online library resources are available for access:
a.
EBSCO
b.
Accessing Marketline Advantage Online
(See Appendices
A & B)
The
following internet resources can also be used:
Contains topics
regarding Leadership.
|
|
Includes related
topics, publications and literature on Leadership.
|
SESSION 1
NATURE
OF LEADERSHIP
Assignments to be completed prior to session 1:
Read the following:
1.
Discovering
Your Authentic Leadership by George, Sims, et.al.
2.
Heroic
Leadership, Chapters 1 and 2
Learning Objectives:
At
the end of this session, students are expected to competently:
1. Identify
that character, competence, & purpose/change are key elements in real
leaders;
2. Distinguish
that the source of a real leader’s power is internal (character, competence,
purpose) rather than external (power & position); and
3. Challenge
their own paradigm of leadership and measure themselves against these 3 key
elements.
Thesis
Statement:
Leadership creates change. It requires influencing others to
work towards a shared vision and a purpose larger than themselves. So that they appreciate their role as change
agents in whatever context they find themselves.
Schedule
of Activities:
Topics & Activities
|
Time
|
Class Introduction
·
Please
give us your name, what you’re currently doing, and what kind of leader you’d
like to become
|
25 mins
|
Effective leaders vs Pseudo leaders
SLE
·
List
down 2 or 3 leaders you would willing follow and think about what qualities
makes you follow them freely
·
List
down 2 or 3 leaders you would follow only if you were forced and think about
the qualities that makes you not freely follow them
|
20 mins
|
Class discussion
·
List
down 5 or 6 examples of each kind of leader drawing out the qualities of each
and how the student is affected
·
What
is the pattern you see among the types of leaders?
·
Where
do you think the 2 types of leaders get their power and leadership authority
from?
|
20 mins
|
Points
·
Real
leaders have competence - they have skills, knowledge, and the ability to
achieve
·
Real
leaders have character - they make moral choices & the courage to make the right decisions
even if it means they sacrifice or give up something
·
Real
leaders have purpose - they do things for a reason or cause larger than
themselves
·
The
mission statement of the AGSB contains all three.
·
Pseudo
leaders only use external power and position and often for primarily self
centered motives
·
Link
with assigned reading
|
30 mins
|
Presentation of Thesis Statements
·
How
do you think the real leaders you listed down became the leaders they are?
·
Presentation
of leadership framework - self awareness to self leadership to other
leadership
·
Locating
the course within leadership - it’s not about leadership skills or techniques
but tools in forming character and discovering purpose. The competence we leave to other MBA
subjects
|
30 mins
|
Class Requirements and Grading
·
We
are grading self-awareness, understanding, ability to see connections
|
25 mins
|
Reflection Questions for the Week
·
Where
have I been trying to get my authority from power and position or from
character, competence, and purpose?
·
Which
of the the 3 key ingredients to leadership do I want to develop more
today? Which one do I need to use
today?
|
Tools
& Resources:
1.
Assigned
reading:
·
Discovering
Your Authentic Leadership by George, Sims, et.al.
·
Heroic
Leaderships, Chapters 1 and 2
2.
Qualities
of Admired Leaders - Kouzes & Pozner; Jim Collins
3.
Presentation
of the Leadership Thesis Statements
SESSION
2
WHAT
LEADERSHIP ENTAILS
Assignments
to be completed prior to session 2:
Read the following:
1.
Discovering
Your Authentic Leadership by George, Sims, et.al.
2.
AGSB
Case on Hon. Rodolfo Espina
3.
“Heart
of Danger”, Heifetz, from Leadership on the Line
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Describe
how leaders create or lead change.
Reflect on their own attitudes towards change and how it may help or
hamper their ability to lead;
2. Identify
the skills needed by leaders to create change - self-awareness, tapping one’s
own response to problems, formulation of vision, getting buy-in, aligning
motivations, interpreting meaning; and
3.
Become
more critical of their roles in the present context - even in light of their
own process of professional growth thru the AGSB MBA.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
Class Discussion
·
Show
video of Rodolfo Espina (15 mins)
·
Link
assigned reading “Discovering Your Authentic Leadership” to the case of Hon
Rodolfo Espina
|
1 hr
|
Discussion on Good to Great - Jim Collins
·
Leadership
starts from within but works outward
·
Results
of a real world corporate leadership that creates change (i.e., transforms
good companies to become great)
·
Make
them imagine if they were the CEO how would you appreciate the problems?
·
Level
5 leaders that transform companies to become great have more EQ &
adaptive roles than technical roles. They provide direction & vision
& our other centered vs technical & managerial & looking out for
one’s position
·
The
movement from Level 1 to Level 5 has increasing social roles & requires
more EQ and self leadership
|
1 hr
|
Discussion on Adaptive vs. Technical Challenges – Ronald Heifetz
·
Difference
between technical and adaptive challenges
·
Leadership
and adaptive challenges
|
1 hr
|
Reflection Questions for the Week
·
What
are my experiences of change and transformation?
·
What
are the leadership problems that I face today (i.e., things that need
change)? If I were the boss, how would
I address these problems?
·
What
role can you play in creating change in your work?
|
Tools
& Resources:
1.
Assigned
reading:
·
Discovering
Your Authentic Leadership by George, Sims, et.al.
·
AGSB
Case on Hon. Rodolfo Espina
·
Heifetz
Article- Adaptive vs Technical “Leadership on the Line” Chapter
·
Heroic
Leadership Chapters 3 and 4
2.
Good
to Great & Hierarchy of Leaders by Jim Collins
SESSION
3
THE
LEADERSHIP DEVELOPMENT PROCESS
Assignment
to be completed prior to session 3:
Read “Leading From Within” by Parker Palmer.
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Trace
the leadership development process of an exemplar so that the students can
reflect on their own journey of growth and call to leadership;
2.
Identify
that transformation and transcendence is an important step in the leadership
development process because it shifts focus to the other so that they can
identify their own transformation experiences and significant learnings and
insights; and
3.
Recognize
the influences of family, personal history, significant experiences, and
personality on the choices and nature of leadership so that they can begin to
appreciate the formation they have had through their family and experiences.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2.
Leadership
creates change. It requires influencing others to work towards a shared vision
and a purpose larger than themselves. So
that they appreciate their role as change agents in whatever context they find
themselves.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
Film Showing: The Last Journey of
Ninoy
|
1 hr & 30 mins
|
Discussion
·
Trace
the life of Ninoy and point out the important stages of his leadership
development
·
What
did he learn in each of the significant stages of his life?
·
What
made him decide to come home vs stay in Boston?
|
30 mins
|
Points to highlight
·
He
didn’t start out with pure intentions but they were purified
·
There
were transforming experiences in his life. Imprisonment in Bonifacio took
away his career & his future & made his see his quest for power &
prestige. Isolation in Laur made him
lose everything & made him get in touch with the most important things:
faith & family
·
Transformation
can seem to take from us and give us something at the same time.
·
When
we are transformed we are not changed per se. We become the best that we
really are.
·
Often
transformation themes color the nature or charism of our leadership
·
The
decision to come home was a choice between good vs better
·
Connect
themes to Authentic Leadership
|
|
Discussion on Self Awareness as the
foundation of leadership:
·
Link
practice of leadership to self awareness
·
Define
self awareness
·
Describe
movement from self awareness to self mastery
|
60 mins
|
Reflection
Paper #1:
·
Reflect
on one transforming experience of your life. What did it take from me &
what did it give me? What did it ultimately teach me?
|
Tools
& Resources:
1.
Ninoy
the Heart and the Soul or The Last Journey of Ninoy
2.
The
steps in a hero’s call and transformation
3.
“Leading
from Within” by Parker Palmer
4.
4
Pillars of Heroic Leadership - Chris Lowney
SESSION
4
ENNEAGRAM
Assignment
to be completed prior to session 4:
Submit Reflection Paper#1 before Session 4: Reflect on one
transforming experience of your life. What did it take from me and what did it
give me? What did it ultimately teach me?
Learning Objective:
At the end of this
session, students are expected to competently identify their Enneagram number & articulate the pattern
of strengths, weakness, motives so that they can move from awareness to mastery.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2.
Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
Schedule
of Activities:
Topics & Activities
|
Time
|
Introduction points
·
We
have patterns of thinking, feeling, & behaving. Some of them happen at the subconscious
level (ex. knee jerk reactions, amygdala highjacks)
·
The
path for us is self-awareness, self-management, social awareness, and
relationship management or leadership
|
15 mins
|
Enneagram overview- types, triads,
wings, integration & disintegration
|
15 mins
|
Discussion on Enneagram Types
·
Point
out motives behind behavior
·
Point
out strengths & healthy icons of each number
|
1 hr &
40 mins
|
Sharing by Triads
·
Students share their Enneagram number and why they think it
is their Enneagram
|
30 mins
|
Reflection Questions for the Week
·
What
are my negative qualities and what is the effect of those on me and others?
·
What
am I trying to get when I behave & react negatively?
·
What
are my positive qualities and how does that affect me and others?
|
SESSION
5
ENNEAGRAM
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Understand
one’s own pattern of integration and disintegration. Identify key triggers that cause integration
& disintegration so that I can move to self mastery;
2.
Understand
the key motives or unexamined subconscious assumptions or equations of my
number so I can reflect on and articulate my own assumptions or equations. (ex.
for a 2, If I give love and become important in people’s lives, I don’t need to
feel shame about being unworthy of love); and
3.
Identify
the areas of growth for my number so that I can use it.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2.
Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
Discussion by Number
·
What
qualities do you see yourself in?
·
Do
you see the motives behind the behavior?
·
Anything
new you discovered?
|
30 mins
|
Discussion on Disintegration &
Integration in the Enneagram
|
1 hr
|
Discussion of the pattern of personal
change
·
Present
framework - awareness (desensitized to sensitized, perception vs reality),
understanding, acceptance, change (decision & experimentation)
·
Enneagram’s
Key Insight & Movement Towards Freedom
·
Present
Enneagrams slides on growth
|
1 hr
|
To
be submitted before Session 6 - Reflection Paper # 2:
1. What is my Enneagram number? What are my strengths that I see and how
can these impact others positively?
2. What are my negative qualities? How am I & others affected by these
negative behavior patterns?
3. What is my path of disintegration?
Trace the pattern in one of your experiences
4.
What
is my path of integration? Trace the pattern in one of your experiences
|
SESSION
6
LIFE
BOOK/LIFELINE
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Trace
how one’s lifeline influenced one’s choices and call to leadership;
2.
Identify
significant experiences and learnings in their lives;
3.
Identify
patterns of consolation and desolation,
sense of meaning, peace, vs sense of
despair, anxiety, fear;
4.
Identify
themes and elements in their life (ex. Their life is a story of... empowerment,
consolation in service, expressing an inner truth, emulating the example of my mother); and
5.
See
how their personality, needs and values has influenced their life choice.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2. Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
Lifeline Exercise
·
Write
down the outline of your life from birth to today
·
Graph
·
Identify
the 3 significant experiences of your life
·
Share
with a friend
|
2 hours
|
Discussion on Relating the Lifeline
with the Enneagram
·
How
has your Lifeline influenced your personality
|
30 mins
|
Reflection Questions for the Week
·
What
are the highs & lows in my life?
Does the pattern follow my Enneagram number’s pattern?
·
What
did the 3 significant experiences of my life teach me?
|
Tools
& Resources:
Lifebook/Lifeline Exercise
SESSION
7
GENOGRAM
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Trace
how one’s family history influences values, choices, character and hence call
to leadership;
2.
Recognize
patterns of strength and weakness influenced by the family system;
3.
See
how family has influenced one’s own life choices directly or indirectly; and
4.
Identify
the positive and negative patterns of one’s Genogram in order to move forward
and break patterns and tap strengths.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2. Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
Schedule
of Activities:
Topics & Activities
|
Time
|
Tracing family influence on
decision-making
·
Barack
Obama’s short biography (10 mins)
·
How
did his family influence his values, choice of career, and later on decision
to run as President of the United States?
·
Key
points: Family influences one’s values, work ethic
|
40 mins
|
Genogram Exercise
·
Make
your genogram
·
Share
your genogram story with a friend
|
1 hr & 30 mins
|
Discussion on Genogram Points
·
Cross-generational
patterns affect us today
·
Family
teaches us our social roles, our values, issues we find important
·
Family
can be the primary teacher of transcendent values (i.e., sacrificing for
someone else or a greater good)
·
Sense
of giftedness from the generations before us
|
20 mins
|
Reflection Questions for the Week
·
What
are the gifts and strengths my family has given me?
·
What
are the patterns that repeat themselves in my life?
·
How
has my family influenced me in my decisions?
|
Tools
& Resources:
1.
Assignment:
research on family history
2.
Genogram
exercise
3.
Barack
Obama’s short biography
SESSION
8
THE
PRESENT SELF
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Trace
the alignment of self (Genogram, Lifebook, Enneagram) to call to leadership;
2.
Articulate
that alignment in my own life and call to leadership;
3.
Recognize
how personal strengths and gifts can have a positive influence on context; and
4.
Appreciate
how one’s Genogram, Lifebook, & Enneagram have brought one to the present.
“God writes straight with crooked lines.”
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2. Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
Film Showing:
West Wing Season 2, Episode 23 “Two
Cathedrals”
|
50 mins
|
Discussion:
How did Jed Bartlett’s family,
experiences, & personality affect his decision?
What were the things that caused
noise and made Jed not hear his call properly?
|
20 mins
|
Discussion on Present Self
·
Our
values, needs, strengths etc. are formed by our family, history, &
personality
·
All
these affects how we see and appreciate the problems and issues we face in
our context
·
Calls
to leadership are automatic. The decision to answer is not
·
All
our values, hang-ups, strengths & weaknesses, doubts, etc. come into play
when we are making big life changing decisions
|
40 minutes
|
Personal Reflection on Their Own
Present Self
·
What
values, experiences, & influences that you get from your family?
·
What
are the 3 significant learnings of your life?
·
What
are your strengths?
·
What
are your negative qualities?
·
When
you step back from these questions, what do you seem to have been prepared
for?
|
1 hr
|
Reflection
Paper # 3 (Mid Terms)
1. What values, experiences, &
influences that you get from your family affect you today? (ex. choice of
career etc
2. What are the 3 significant learnings
of your life and how do they affect your actions today?
3. What are your strengths and how do
you use them today?
4. What are your negative qualities and
how do they hinder you today?
5. When you step back from these
questions, what do you seem to have been prepared for?
|
Tools
& Resources:
1.
West
Wing Season 2, Episode 23 “Two Cathedrals”
2.
Call
to Leadership Framework by Fr. Benny Calpotura, SJ
3.
First
Principle and Foundation, Ignatius of Loyola
SESSION
9
DECISION
MAKING AND LEADERSHIP
Assignments
to be completed prior to session 9:
1.
Read “Leadership and Decision Making”.
2.
Bring to class: From your Lifeline, identify 3 – 5 “life
changing decisions that you have made in your life. What were the choices
confronting you? What choice did you eventually make? What was the basis for
choosing that option over the others?
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Understand that in making crucial decisions,
leaders need to consider both external conditions and internal basis for the
decisions;
2.
Identify personal patterns of decision making
and basis for making decisions and how these patterns affect the quality of
choices made; and
3.
Understand how transcendent values expand a
person’s choice to include the greater good
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2. Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
1. Faculty
discusses the centrality of decision making in the exercise of leadership and
the leadership development process.
|
10 Minutes
|
2. Students
identify and discuss points in their lives when they made life-changing
decisions, identify patterns in decision making.
|
50 Minutes
|
3. Faculty
shows excerpts from the movie “Gandhi”.
|
20 Minutes
|
4. Students
discuss the process of decision making that Gandhi had to make.
|
40 Minutes
|
5. Faculty
discusses the concept of transcendent values.
|
20 Minutes
|
6. Students
review their Life Book, Enneagram and Genogram and identify possible points
of transcendence/ examples of transcendence.
|
40 Minutes
|
7. Faculty
introduces “First Principle and Foundation” as a possible perspective for
defining self.
|
10 Minutes
|
SESSION
10
LEADERSHIP
AND PASSION
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Understand that outstanding leaders have a
clear and defined passion that animates all that they do;
2.
Assess how well they are able to identify and
live out their passion;
3.
Understand how tapping into one’s passion is
necessary in order to clarify one’s personal mission;
4.
Identify possible elements of their personal
mission.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2. Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
1. Faculty
discusses what passion is about and its relation to leadership.
|
10 Minutes
|
2.
Students fill up the Passion
Questionnaires.
|
20 Minutes
|
3.
Faculty show and discuss the commencement
address of Steve Jobs in Stanford University, and how Jobs’ passion emerged
from and was shaped by his personal history and personality.
|
40 Minutes
|
4.
Students reflect on what may be keeping
them from discovering and living their passion.
|
20 Minutes
|
5.
Students review their lifebook, enneagram
and genogram to discover or confirm their passion/ Deathbed Exercise.
|
20 Minutes
|
SESSION
11
CALL
TO LEADERSHIP:
SENSE OF MISSION FROM PERSONAL HISTORY,
SENSE OF MISSION FROM PERSONAL HISTORY,
PERSONALITY,
LINEAGE
Assignments
to be completed prior to session 11:
1.
Reflection Paper 3: What do you think is your
passion? Why do you say this is your passion, as it may be manifested in your
personality, personal history and lineage?
2.
Read articles about Joseph Campbell’s “Hero
with a Thousand Faces”.
3.
Group work: Select a character from a movie
or book and identify the episodes in the life of that character, using the
framework of Campbell’s stages in the life of a hero. Examples of characters:
Luke Skywalker, Neo of Matrix, Lion King, Frodo Baggins, Harry Potter, Mulan,
Pocahontas, etc. Be ready to present the character’s life story in class.
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Understand how heroism arises from the
ability of the person to overcome challenges that tests his resolve and leads
him to a greater sense of mission;
2.
Identify their own points of transformation
from their personal history and lineage; and
3.
Understand that a mission should satisfy
one’s heart’s desire or deepest happiness.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2.
Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
1. Faculty
explains the stages in the life of a hero, using Joseph Campbell’s “A Hero
Has A Thousand Faces”
|
10 Minutes
|
2. Students
present and discuss their respective heroes in relation to Campbell’s
framework
|
40 Minutes
|
3. Students
individually reflect on the following:
·
At what stage are you in?
·
What is your call to adventure?
|
40 Minutes
|
4. Faculty
discusses concept of mission and vision
|
10 Minutes
|
5. Students
identify elements of their mission from their Enneagram, Genogram and
Lifebook and share with each other
|
60 Minutes
|
SESSION
12
CALL
TO LEADERSHIP:
SENSE
OF MISSION FROM CHALLENGES OF TODAY’S WORLD
Assignments to be
completed prior to session 12:
Students choose one
problem or challenge confronting today’s world. This can be problems on
poverty, environment, corruption, etc. The student should provide facts and
evidence on the magnitude of the problem. Presentation should include solutions
and advocacies being done by groups to solve the problem.
Learning Objectives:
At
the end of this session, students are expected to competently:
1.
Understand how mission is defined as: a
person’s deepest happiness meeting a
world’s need; and
2.
Identify elements of their personal mission
from the vantage point of both their deepest happiness and from a world’s need.
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2.
Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Schedule
of Activities:
Topics & Activities
|
Time
|
1. Faculty
reviews definition of mission from the perspective of addressing a world’s
need or hunger.
|
10 Minutes
|
2. Students
review their personal mission derived from the previous session.
|
10 Minutes
|
3. Students
discuss the different problems and challenges confronting the world and the
country, i.e., poverty, global warming, terrorism, fundamentalism.
|
60 Minutes
|
4. Faculty
synthesizes students presentation.
|
20 Minutes
|
5. Students
match their passion and mission with the world’s needs and hungers and
develop a concept based on it.
|
40 Minutes
|
SESSIONS
13 AND 14
SHOWCASING
MY PERSONAL LEADERSHIP
Assignments
to be completed prior to Sessions 13 and 14:
1.
Students will showcase their personal mission
as translated through posters, video presentations, and other audio-visual
exhibits. The exhibit should reflect the
student’s personal mission and passion, and addressing a “world’s hunger”.
2.
One half of the students will present their exhibit
on Session 13 while the second half will present theirs on Session 14.
Learning Objective:
At the end of this
session, students are expected to competently articulate their call to
leadership – link self awareness and self awareness to influencing others/ call
to leadership
Thesis
Statement:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2.
Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
3.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
Activity:
Students present
their personal mission/ passion/ advocacy.
SESSION
15
INTEGRATION
SESSION
Learning Objective:
At
the end of this session, students are expected to competently integrate all the
themes of the Leadership class.
Activities:
Faculty reviews
following theses statements of the Leadership course:
1.
Leadership
requires knowing and managing oneself in order to know and manage others
better.
2.
Leadership
creates change. It requires influencing others to work towards a shared vision
and a purpose larger than themselves. So
that they appreciate their role as change agents in whatever context they find
themselves.
3.
Defining
one’s purpose for leadership is an interplay of self and context: your
personality, your history and family influence.
4.
Leaders
need to be aware of their social, economic and environmental context in order
to effectively respond to the challenges of today’s world.
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