A 1 Business Leadership

Leadership subject at AGSB is an Ateneo advantage. It emphasizes leadership from within, authentic leadership. One of its pillars is love. This is odd in a cold steely corporate world. The others are heroism, ingenuity and self awareness. The goal of leadership is not only to develop oneself but to clone other leaders. Everybody has potential to be leader. What we do, even if we do not have followers influences/affects others. It is time to define Filipino leadership too

Wednesday, September 9, 2015

MM Leadership Syllabus

'Quamplurimi et quam aptisimi" (As many as possible of the very best)

APS Rockwell
September 9, 2015

Just in case you do not have hard copy of the syllabus:

MM Leadership 15 Week Syllabus

MM Leadership Syllabus

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:

· http://www.aresearchguide.com/styleguides.html

· http://apastyle.org/electref.html

· http://www.bedfordstrmartins.com/online/shrttoc.html

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:

http://www.engl.niu.edu/comskills/students/plagiarism/Plagiarism.html

http://www.monet.k12.ca.us/Challenge/Plagiarism/Plagiarism.htm

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, 5^THEDITION, Australia: South Western/Cengage, 2013

Adair, John Eric, DEVELOP YOUR LEADERSHIP SKILLS, 2^ND 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, 4^THEDITION, 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:

http://www.managementhelp.org/ldrship/ldrship.htm#anchor160512	Contains topics regarding Leadership.
http://www.themanager.org/Knowledgebase/HR/Leadership.htm	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,

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: