PE 504-08: LEADERSHIP DEVELOPMENT IN SPORT, EXERCISE & RECREATION COURSE SYLLABUS -- SPRING 2009
1. INSTRUCTOR: Damon Burton, Ph.D, Professor of Sport Psychology Office: 107 PEB, Division of HPERD 885-2186 Office Hours: 2:30 M-F or by appointment Home: 1215 Tamarack, Moscow 883-1495 Email : [email protected]
CO-INSTRUCTOR: Andy Gillham, M.S. & 4th Year Doctoral Student Office: 107 PEP, Division of HPERD, 208-596-3485 Email : [email protected]
2. COURSE OBJECTIVES
Although leadership is one of the most discussed and researched topic in the behavioral sciences, few practitioners really understand leadership or use its principles to maximum effectiveness. PE 504 is designed to help physical educators, coaches, recreation specialists, and others interested in leadership to more effectively understand this complex topic and to use that knowledge to help enhance the performance of themselves, their students, athletes or clients/consumers. PE 504 will introduce you to a broad range of theoretical and applied leadership questions, including investigating major leadership theories and paradigms, identifying primary leadership antecedents and consequences, discussing important measurement issues, comparing the effectiveness of the most influential leadership development strategies, and applying leadership theory to developing and leading learning organizations and proactively dealing with change. The course objectives include:
1. Understand how leadership influences participation and performance in sport, exercise and leisure.
2. Understand how participation in sport, exercise and leisure influences leadership development.
3. Effectively apply skills and knowledge about leadership to help make you a better physical educator, coach, athletic trainer, or wellness/recreational professional.
3. CLASS PARTICIPATION & DAILY ASSIGNMENTS (10% Course Grade)
PE 504 IS A READING COURSE!!! That means that you should expect up to 100 pages of reading per week (copyright laws permitting). It’s an old saying, but nevertheless true, that you’ll get out of this course just what you put into it.
The text and readings for PE 504 are important because the complexity of human behavior studied in sport psychology makes it difficult to reproduce such behaviors in a laboratory setting. Therefore, 1 readings in this course are used for a variety of IMPORTANT functions. Not only are they used to convey major information about key leadership theories and concepts, but also to (a) provide conflicting viewpoints on critical conceptual or empirical leadership issues, (b) assist you in understanding what are the critical leadership research questions and how these questions can be tested, and (c) help you develop practical ideas about how leadership concepts can be applied in specific situations and/or with different types of populations. Time often limits what I can go over in class to some of the major conceptual and empirical issues, so in order for you to develop a full understanding of a leadership topic and how to utilize it, you must supplement in-class discussion with knowledge gained from the assigned readings.
Additionally, in order to get you thinking about the research side of motivation, I want you to develop and hand in 2 Research Questions per week based on the content of assigned readings for that class period.
4. COURSE EVALUATION
The Final Examination will be a combination of objective and essay exams. On Tuesday, May 12, you will complete a roughly 100-point closed-book objective exam consisting of multiple choice, T/F with correction and matching questions. On Thursday, May 14, you will take a 100-point open- book/open-note essay exam that will include 3-4 20-point and 3-6 10-point questions chosen from a pool of 10-12 total questions. Your final semester grade will be computed as follows:
3.1 Final Exam 35%
3.2 Course Projects 55%
3.2.1 Leadership Portfolio 20%
3.2.2 Great Leader Evaluation 15%
3.2.3 Leadership Miniprojects 20%
3.3 Class Discussion/Research Questions 10% ______
TOTAL 100%
5. COURSE PROJECTS
2 Three types of course projects will be required in PE 504, accounting for 55% of your grade. This strong emphasis on projects reflects not only a desire to develop a solid understanding about leadership and how it influences team behavior but also a commitment to help you apply your knowledge in meaningful and practical ways, whether you are a physical educator, coach, athletic trainer, or wellness/recreational professional.
5.1 PERSONAL LEADERSHIP PORTFOLIO (20% Course Grade)
Over the course of the semester, you will develop a personal leadership portfolio that you will turn in for grading at the end of the semester. Each week, you will perform 3 types of activities based on the chapter being read. First, you will take any self assessments included in the chapter and score yourself. Second, using the assessment information, you will identify personal strengths and weaknesses identified in that aspect of leadership. Finally, you will develop a brief Personal Leadership Development Plan (PLDP) for how you can maximize existing strengths and remediate identified weaknesses. You will also include case studies, miniprojects and team projects in your portfolio. Finally, your final writeup will be include 1-2 arenas where you would like to develop your leadership skills, and then a comprehensive PLDP for the next 2-5 years that will help you become the type of leader you aspire to be. A more complete description of portfolio requirements will be posted on the website. Portfolios will be due Thursday, May 7.
5.2 GREAT LEADER EVALUATION PROJECT (15% Course Grade)
This project will be conducted in your assigned course teams. Each team will select a great leader to profile and evaluate. Your leader needs to be a highly recognized leader. He or she may be a politician, business leader, military commander, coach, educator, activist or other readily recognized leader. You are encouraged to select a leader you really admire or one who helped pioneer your professional discipline (e.g., Coleman Griffith, Father of American Sport Psychology, John Wooden, master collegiate basketball coach).
You will research your leader by gathering information from a variety of sources, including: on- line, books, magazine articles and TV programs. Each team will develop a Great Leader Profile and Evaluation (GLPE) document and make a 20-30-minute presentation on your leader. Your GLPE paper will include 5 parts, and each team member will have a leadership role for each part. Part 1 will be an extensive profile of your leader, including his/her accomplishments and how this leader is viewed historically by experts in the field. Second, identify this leader’s predominant leadership style, and evaluate what made this leader great (i.e., traits, job skills, relationship skills, or the match between the leaders traits and the needs of the situation). Third, describe how this person developed their leadership skills and key events in their lives that helped forge their skills and motivation to be a leader (Chapter 4), ways of thinking and relating to others (Chapter 5) and courage and moral values (Chapter 6). Fourth, describe the leader’s skill as a relationship builder (Chapters 8-12). Finally, evaluate your leader’s ability to be an effective social architect (Chapters 13-16).
Your GLEP paper should be 15-20 pages (i.e., typed, double-spaced and including all references, tables, and figures), and it will be due Thursday, April 30. Each team will present a 20-30 minute presentation on their great leader during the last two weeks of class.
3 5.3 LEADERSHIP MINIPROJECTS (20% Course Grade)
You will be given at least 5 miniprojects throughout the course in order to gain “hands-on” experience about specific motivational topics being studied. Handouts specifying specific details of each project will be provided when assignments are made. All assignments will culminate in a written minipaper describing the results of the project and are due at the beginning of the class period on the due date. All projects are designed to not only further your knowledge of course content, but to also be of practical relevance to you. Miniproject topics include:
5.3.1 Critiquing Three Decades of Research on Leadership -- You will find research articles on some topic of leadership from the 1950’s or earlier, the 1960-70’s, and the 1990’s and beyond. You will then critique each article individually as well as compare and contrast theory, methodology and results.
5.3.2 Personal Leader Critique -- You will describe someone you know personally who you believe to be a strong leader. Initially, you will describe in 1-2 pages why you consider this person an effective leader. Later in the semester, you will re-critique this leader based on your enhanced knowledge and understanding of leadership and assess how your view of their leadership skills has changed. 5.3.3 Leadership Development Activities – Each team will be responsible to present a leadership development activity to the rest of class, including: (a) a rationale for why it should be effective, (b) a hands-on activity that the entire class can participate in, and (c) processing and debriefing to enhance learning. Each team will be responsible for a writeup describing each of these phases, and each class member will be responsible for completing a critique of the activity.
5.3.4 Good to Great Presentations – Each team will be responsible for making a 10-20 minute presentation of an assignment chapter from the book Good to Great, and they also must critique how well these business-based findings apply to sport, exercise and recreation.
5.3.5 Case Study Evaluation – Each student must select 8 case studies from the book and critique them by answering the 3 questions at the end of the case study along with identifying how well these principles apply to sport, exercise and recreation. At least one case study must be selected from Parts 2-5 of the text. You may submit case studies as you complete them, but be sure to label them as Case Studies 1-8 for you and the chapter the case study came from.
6. KEY POINTS:
For students wanting extra credit, you may choose to do Key Points. Basically, you just jot down 6 Key Points for each chapter and 3 Key points for each eading and turn these in each week. I like this strategy because it forces you to read the material more carefully and provides a good review of what you’ve read. Key Points can count up to 10% of your course grade and the remaining percentages of your Course Grade would be adjusted by decreasing the Class Discussion and Final Exam weightings by 5% each. However, this Key Point option is strictly voluntary, and you may choose to do it or decide that this extra work is unnecessary. If you want to do Key Points, jot down three (3) key ideas for each reading on a sheet of notebook paper and turn these in each class period when the readings are due.
4 Label Key Points by the Session #, and make sure that you do Key Points for every reading. Typing Key Points is strongly encouraged.
7. REQUIRED TEXT
Daft, R.L. (2008). The Leadership Experience (4th Ed.).. Mason, OH: South-Western (suggest ordering copy on-line).
Supplemental readings available in PEB Cage.
The website for the course is www.educ.uidaho.edu/sportpsych
PE 504: LEADERSHIP DEVELOPMENT COURSE OUTLINE
------PAGES IN SESSION DATE TOPIC TEXT ------
1 1/15 (R) Orientation/Course Introduction
MP#1: LEADERSHIP RESEARCH CRITIQUE
2 1/20 (T) Being a Leader 2-33
3 1/22 (R) Being a Leader
I. CONCEPTUAL LEADERSHIP PERSPECTIVES
4 1/27 (T) Traits, Behaviors & Relationships 36-61
5 1/29 (R) Traits, Behaviors & Relationships
6 2/3 (T) Contingency Approaches 62-93
7 2/5 (R) Contingency Approaches
------PAGES IN SESSION DATE TOPIC TEXT
5 ------
II. PERSONAL SIDE OF LEADERSHIP
8 2/10 (T) Leader as Individual 96-129
9 2/12 (R) Leader as Individual
10 2/17 (T) Leader Mind & Heart 130-161
11 2/19 (R) Leader Mind & Heart
12 2/24 (T) Courage & Moral Leadership 162-191
13 2/26 (R) Courage & Moral Leadership
14 3/3 (T) Followership 192-221
15 3/5 (R) Followership
III. LEADER AS RELATIONSHIP BUILDER
16 3/10 (T) Motivation & Empowerment 224-257
17 3/12 (R) Motivation & Empowerment
---- 3/16 – 3/20 SPRING BREAK – NO CLASS
18 3/24 (T) Leadership Communication 258-289
19 3/26 (R) Leadership Communication
20 3/31 (T) Leading Teams 290-323
21 4/2 (R) Leading Teams
22 4/7 (T) Leadership Power & Influence 354-384
23 4/9 (R) Leadership Power & Influence ------PAGES IN SESSION DATE TOPIC TEXT ------
6 IV. LEADER AS SOCIAL ARCHITECT
24 4/14 (T) Creating Vision & Strategic Direction 386-419
25 4/16 (R) Creating Vision & Strategic Direction
26 4/21 (T) Shaping Culture & Values 420-451
27 4/23 (R) Shaping Culture & Values
28 4/28 (T) Leading Change 452-481
29 4/30 (R) Leading Change
30 5/5 (T) Great Leader Presentations
31 5/7 (R) Great Leader Presentations
32 5/12 (T) FINAL – OBJECTIVE EXAM
33 5/14 (R) FINAL – ESSAY EXAM
PE 561 READING LIST
Session 9. (2/12) Leader as Individual
1. Hammermeister, J., Burton, D., Pickering, M., Chase, M., Westre, K., & Baldwin, N. (2008). Servant leadership in sport: A concept whose time has arrived. International Journal of Servant Leadership, 4, 185-215.
2. Collins, J. (2003). Level 5 leadership. Good to great: Why some companies make the leap … and others don’t. (pp. 17-40). New York: HarperCollins.
Session 17. (3/12) Motivation & Empowerment
1. Vidic, Z., & Burton, D. (2009). Developing effective leaders: Motivational correlates of leadership styles. Submitted to The Sport Psychologist.
2. Collins, J. (2003). First who … Then what. Good to great: Why some companies make the leap … and others don’t. (pp. 41-64). New York: HarperCollins. 7 Session 19. (3/26) Leadership Communication
1. Collins, J. (2003). Confront the brutal facts (Yet never lose faith). Good to great: Why some companies make the leap … and others don’t. (pp. 65-89). New York: HarperCollins.
Session 25. (4/16 ) Vision & Strategic Direction
1. Collins, J. (2003). The hedgehog concept (Simplicity within the 3 circles). Good to great: Why some companies make the leap … and others don’t. (pp. 90-119). New York: HarperCollins.
Session 27. (4/23 ) Shaping Culture & Values
1. Collins, J. (2003). The flywheel and the doom loop. Good to great: Why some companies make the leap … and others don’t. (pp. 164-187). New York: HarperCollins.
8