Sonja Bickford
Required:
BOOKS
• (DAFT) Daft, R. L. (2016) The Leadership Experience. Seventh Edition. Cengage Learning. ISBN: 978-1337102278
• (CHANGE) Passenheim, O. (2010) Change Management. Ebook (bookboon.com) (PDF in Itslearning)
• (LDR) MTD Traning. Leadership Skills. Ebook (bookboon.com) (PDF in Itslearning)
ARTICLES
• Iordanoglou, D. (2018). Future trends in leadership development practices and the crucial leadership skills. Journal of Leadership, Accountability and Ethics, 15(2). (PDF in Itslearning)
• Chaudhari, S., & Pasricha, A. (2017). Strength based approach to leadership skills development: Role of awareness; alignment; action. Bimaquest, 17(2). (PDF in Itslearning)
• Volz-Peacock, M., Carson, B., & Marquardt, M. (2016). Action learning and leadership development. Advances in Developing Human Resources, 18(3), 318-333. (PDF in Itslearning) [Online] https://journals.sagepub.com/doi/full/10.1177/1523422316645884?casa_token=h9HNTbNso94AAAAA%3ALMSzXIvs4eyK8TStWQ975Iln8MZlNXxWFbrSQuGTO-BQKgsAeboWoesMU_mFx0ExJEzziANNkrEc7w
• Quinn, R. W., & Quinn, R. E. (2016). Change management and leadership development have to mesh. Harvard Business Review, 1(7), 2-4. (PDF in Itslearning)
• Mansaray, H. E. (2019). The Role of Leadership Style in Organisational Change Management: A Literature Review. Journal of Human Resource Management, 7(1), 18-31. (PDF in Itslearning)
• El Gazzar, N., & Collings, D. G. (2016). International leadership development. International Human Resource Management: National Systems and Multinational Companies, 190. Chapter 9. (PDF in itslearning)
Recommended:
• Tang, K. N. (2019). Leadership and Change Management. Springer Singapore. Ebook
• Principles of Management https://open.lib.umn.edu/principlesmanagement/
• Jensen, J. (2017). Development of student leadership skills and identity: a case study at a Finnish university. (PDF in Itslearning)
• Johansson, A. C. (2019). Managing a systemic change on an operational level in a public organization: A case study of the Swedish Armed Forces (Master's thesis). [Online]
https://trepo.tuni.fi/handle/10024/116114
The course is taught using textbooks and assigned readings, along with lectures which include discussions, case studies, and supplemental materials, exercises.
In addition, students are expected to write and complete assignments, online discussion posts, leadership project, and final exam, which are all designed to help students to gain a better understanding of leadership topics and change management. Thus the following methods will be used:
• Lectures in person and online
• Assignments and Papers
• Online Discussions
• Leadership Project
• Presentation
ASSIGNMENTS AND EVALUATION CRITERIA
A. Research Papers
1. Research Paper: Application / Evaluation of Self-Assessments (20% of grade)
Choose 5 from the text self-assessments, class self-assessments, class activities, or a specific element of the personal skills development activity. Write an APA paper with a title page, abstract page, and reference page including a 6-page minimum paper (body) regarding what you learned about yourself as a result of doing each of those assignments/activities, what you have learned about leadership and effective change management during the leadership activity.
NOTE: The self-assessment exercises will be mentioned in class, but students may look through the textbook to find them as they are a part of each chapter. Several activities will be mentioned in class and will be completed both in class and vary from module to module. Students may pick and choose which ones to complete for their research apers based on their interests and chosen topics.
2. Research Paper: Your Leadership Action plan (20% of grade)
Toward the end of the course, you will utilize the self-assessment exercise information from the text and classes, your insights about change management, and the application paper described above to create an action plan for your personal development in order to maximize your leadership potential. The action plan should start with a table with bullet points for each time period of 1, 5, 10, & 20 years and will includes: your personal mission statement, specific goals and areas of development, along with actions steps and a description (research) of the leadership skills involved. Additional instructions will be provided on separate instruction sheets.
C. Collaborative work
1. Leadership Experience (R&D) (20% of grade)
There are two portions of this course component. The first is a project / experiential component to be completed with an identified mentor, who are referred to as your leadership mentors. These individuals will assess your effectiveness, attitude, commitment, and initiative and have input in the points earned. Mentors will be contacted by the instructor at the end of the leadership project to collect feedback in regards to your performance.
You are expected to dedicate a minimum of 10 hours exclusively to the leadership experience over the Jan 18 - Feb 5 timeframe. You should identify your mentor before the start of the course but no later than in week 2 of the course. The mentor is someone with whom you will carry out your service leadership project, please make sure that you have a project where you can practice leadership and change management.
2. Weekly Reports of experiential portion (20% of grade)
You will submit two weekly reports (brief) in Itslearning and via email to both the instructor and your leadership project mentor regarding what you have accomplished during the previous week, and what you plan on accomplishing the next 7 days.
D. Presentations (20%)
1. Presentation: Action Plan (Your Leadership Plan) Presentation (10% of grade)
Students will give 10-15 minute presentations during the last day of the class. Students will create professional presentations incorporating the use of technology.
Student presentations should be based on the work completed in this class during this semester. Presentations should focus on the action plan as it has been written incorporating a personal mission statement and action plans for achieving the student’s long term plans for his/her career. This action plan, in turn, is based on the topics and observations learned and gained from the self-assessments, the experiential leadership project, and the peer review. Students should also include mention their research about the applicable leadership and change management theories along with contemporary leaders identified in the course and completed coursework.
English
01.01.2022 - 31.05.2022
15.11.2021 - 31.12.2021
10 - 45
Faculty of Business
Elina Vartama, Johanna Heinonen
The course plan will possibly be updated in January 2022.
Degree Programme in Service Design
Åbo, Henriksgatan 7
3.00 credits
5.00 credits
H-5
In this course students will be asked to identify a leadership mentor whom will work as their experiential learning mentor on an agreed upon leadership project. Students are tasked with identifying a mentor within Novia or Tuas, or in the local, national, or international community who will supervise, mentor, and assess the students’ leadership project. The instructor will contact the mentors identified at the beginning of the leadership portion as well as at the end to seek the mentor’s assessment of the students experience and learning.
Friday 14.1.2022 at 8.30 – 12.00
Saturday 15.1.2022 at 8.30 – 12.00
Friday 11.2.2022 at 13.00 – 16.15
Saturday 12.2.2022 at 13.00 – 16.15
The course will be held at the campus, but it is possible to participate online as well.
The course incorporates examples and readings from around the world. International leadership will be discussed.
This course is designed to provide a basic introduction to leadership and change management by focusing on what it means to be a good leader. Emphasis in the course is on the practice of leadership.
5 credits = 135 hours of work for students, of which 15 hours of lectures, 70 hours of project work and 20 hours of assignments, 5 hours of discussions, 25 hours preparations for presentations.
Will be communicated later.
Fail (0)
- Quantity: the work is not completed and or;
- Quality: the minimum content requirements are not met
1 Sufficient
- Ability to reflect and communicate are hardly acceptable
2 Satisfactory
-Ability to reflect and communicate are on an acceptable level
-Appears to grasp the theory
3 Good
- Capacity of thinking and ability to communicate are good
- Shows good understanding and reflection of theory
4 Very good
- Capacity of thinking and ability to communicate are very good
- Shows very good understanding of the topics and reflection of theory
5 Excellent
-Mastery of theory and ability to open up one’s insights
-Outstanding thoughts and ability to communicate