HUMAN RESOURCE CLUSTER
Ateneo-Regis MBA ProgramAteneo Graduate School of BusinessRockwell Center Makati City
COURSE TITLE: LEADERSHIP EFFECTIVENESS
COURSE CODE: TSLEADER
COURSE DESCRIPTION:
The course introduces the students to a depth of thinking about
individuals and collective patterns of leadership practices. The course will
guide students to reflectively process or understand leadership patterns and
dynamics as applied in their personal and professional lives. 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/
What Leadership Entails
|
1
|
The Leadership
Development Process/ Lifeline/ Lifebook
|
2
|
Enneagram
|
3
|
Genogram
|
4
|
Present Self / Decision Making and
Leadership
|
5
|
Call to Leadership:
Sense Of Mission From Personal History, Personality, Lineage
|
6
|
Call to Leadership:
Sense Of Mission From Challenges Of Today’s World
|
7
|
Showcasing My
Personal Leadership
|
8
|
COURSE REQUIREMENTS:
1.
Attendance
Students are
expected to attend all class sessions, each session will run for four
hours. The maximum number of absence is
one (1), 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
ACCOMODATIONS:
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.
|
SESSION 1
NATURE OF LEADERSHIP
Assignments to be completed prior to Session 1:
Read the
following:
1.
Discovering Your Authentic Leadership by
George, Sims, and et.al.
2.
Heroic Leadership, Chapters 1-2
3.
AGSB Case on Hon. Rodolfo Espina
4.
“Heart of Danger”, Heifetz, from Leadership on
the Line
Learning Objectives:
At the end of the
session, learners 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 leaders
power is internal (character, competence, purpose) rather than external (power
& position);
3.
Challenge their own paradigm of leadership and
measure themselves against these 3 key elements;
4.
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;
5.
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
6.
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:
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
|
20 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
|
15 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?
|
15 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
|
20 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
|
20 mins
|
Class
Requirements and Grading
·
We are grading self-awareness, understanding,
ability to see connections and make
|
15 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?
|
|
Class
Discussion
·
Show video of Rodolfo Espina (15 mins)
·
Link assigned reading “Discovering Your
Authentic Leadership” to the case of Hon Rodolfo Espina
|
45 mins
|
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
|
45 mins
|
Discussion
on Adaptive
vs. Technical Challenges – Ronald Heifetz
·
Difference between technical and adaptive
challenges
·
Leadership and adaptive challenges
|
45 mins
|
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.
•
Heroic Leaderships, Chapters 1-2
2.
Qualities of Admired Leaders - Kouzes &
Pozner; Jim Collins
3.
Presentation of the Leadership Thesis Statements
4.
Discovering Your Authentic Leadership by
George, Sims, et.al.
5.
AGSB Case on Hon. Rodolfo Espina
6.
“Heart of Danger”, Heifetz, from Leadership on
the Line
SESSION 2
THE LEADERSHIP
DEVELOPMENT PROCESS
Assignment to be completed prior to Session 2:
Read
“Leading From Within” by Parker Palmer.
Learning Objectives:
At the end of the session, learners 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 & 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;
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 & experiences;
4.
Trace
how one’s lifeline influenced one’s choices and call to leadership;
5.
Identify
significant experiences and learnings in their lives;
6.
Identify
patterns of consolation & desolation, sense of meaning, peace, vs sense of
despair, anxiety, fear;
7.
Identify
themes & 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);
8.
See how
their personality, needs & values has influenced their life choices; and
9.
Use
learnings to project future - ex. Consolation.
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
|
1 hour
|
Discussion on Relating the Lifeline with the Enneagram
·
How
has your Lifeline influenced your personality
|
20 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?
|
|
Film Showing: The Last Journey of Ninoy
|
1 hour &
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?
|
20 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
|
50 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 & 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 3
ENNEAGRAM
Assignments to be completed prior to Session 3:
Submit Reflection Paper #1 before Session 3: 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?
Learning Objectives:
At the end of the
session, learners 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 hour &
30 mins
|
||
Sharing by Triads
·
Students share their Enneagram number and why they think it
is their Enneagram
|
20 mins
|
||
Discussion on Disintegration & Integration in the
Enneagram
|
50 mins
|
||
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
|
50 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
4
GENOGRAM
Assignments to be completed prior to Session 4:
Gather
the following information about your family, two generations up and two
generations down:
1.
Health conditions
2.
Status in life
3.
Professions and career
4.
If possible, quality of relationships with each
other
Learning Objectives:
At
the end of the session, learners 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
|
1 hour
|
Genogram Exercise
·
Make
your genogram
·
Share
your genogram story with a friend
|
2 hours
|
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
|
1 hour
|
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
5
THE
PRESENT SELF/ DECISION MAKING
Assignments to be completed prior to Session 5:
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 the session, learners 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 & gifts can have a
positive influence on context;
4.
Appreciate
how one’s Genogram, Lifebook, & Enneagram have brought one to the present.
“God writes straight with crooked lines.”;
5. Understand that
in making crucial decisions, leaders need to consider both external conditions
and internal basis for the decisions;
6. Identify
personal patterns of decision making and basis for making decisions and how
these patterns affect the quality of choices made; and
7. 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
|
Film Showing:
West Wing Season 2, Episode 23 “Two Cathedrals”
|
35 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?
|
15 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
|
25 mins
|
Personal Reflection on Their Own Present Self
·
If you
are to write three “thesis statements” about yourself, deriving them from the
different self awareness exercises done, how would these statements be
written?
·
When
you step back from these questions, what do you seem to have been prepared
for?
|
40 mins
|
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?
|
|
Faculty discusses the centrality of decision making in the
exercise of leadership and the leadership development process
|
10 mins
|
Students identify and discuss points in their lives when
they made life-changing decisions, identify patterns in decision making
|
30 mins
|
Faculty shows excerpts from the movie “Gandhi”
|
15 mins
|
Students discuss the process of decision making that
Gandhi had to make
|
25 mins
|
Faculty discusses the concept of transcendent values
|
15 mins
|
Students review their Life Book, Enneagram and Genogram
and identify possible points of transcendence/ examples of transcendence
|
20 mins
|
Faculty introduces “First Principle and Foundation” as a
possible perspective for defining self
|
10 mins
|
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
6
CALL
TO LEADERSHIP:
SENSE OF MISSION FROM PERSONAL HISTORY,
SENSE OF MISSION FROM PERSONAL HISTORY,
PERSONALITY,
LINEAGE
Assignments to be completed prior to Session 6:
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 the session, learners 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.
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;
5.
Identify their own points of transformation
from their personal history and lineage;
6.
Understand that a mission should satisfy one’s heart’s
desire or deepest happiness; and
7.
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 mins
|
2.
Students fill up the Passion Questionnaires.
|
20 mins
|
3.
Faculty shows and discusses 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 mins
|
4.
Students reflect on what may be keeping them
from discovering and living their passion
|
20 mins
|
5.
Students review their lifebook, enneagram and
genogram to discover or confirm their passion/ Deathbed Exercise.
|
20 mins
|
6.
Faculty explains the stages in the life of a
hero, using Joseph Campbell’s “A Hero Has A Thousand Faces”
|
10 mins
|
7.
Students present and discuss their respective
heroes in relation to Campbell’s framework
|
30 mins
|
8.
Students individually reflect on the
following:
a.
At what stage are you in?
|
30 mins
|
9.
Faculty discusses concept of mission and
vision.
|
10 mins
|
10.
Students identify elements of their mission
from their Enneagram, Genogram and Lifebook
and share with each other
|
50 mins
|
SESSION
7
CALL
TO LEADERSHIP:
SENSE
OF MISSION FROM CHALLENGES OF TODAY’S WORLD
Assignments to be completed prior to Session 7:
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 the session, learners 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.
|
20 mins
|
2.
Students review their personal mission
derived from the previous session.
|
20 mins
|
3.
Students discuss the different problems and
challenges confronting the world and the country, i.e., poverty, global
warming, terrorism, fundamentalism.
|
1 hour &
30 mins
|
4.
Faculty synthesizes students presentation.
|
30 mins
|
5.
Students match their passion and mission with
the world’s needs and hungers and develop a concept based on it.
|
1 hour
|
6.
Faculty reviews definition of mission from
the perspective of addressing a world’s need or hunger.
|
20 mins
|
SESSION
8
SHOWCASING
MY PERSONAL LEADERSHIP
Assignments to be completed prior to Session 8:
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”.
Learning Objectives:
At the end of the
session, learners are expected to 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 and advocacy.
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