Routing Form for New and Revised Courses and Programs. Course Or Program____CMST369

WINONA STATE UNIVERSITY APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program____CMST369

Department Recommendation

______2/7/[email protected]______Department Chair Date e-mail address

Dean’s Recommendation _____ Approved _____ Disapproved

______Dean of College Date

A2C2 Recommendation _____ Approved _____ Disapproved

______Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved (if applicable)

______Chair of Graduate Council Date

______Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

______President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

______Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

______President Date

Please forward to Registrar.

Registrar ______Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-05] WSU Regulation 3-4 WINONA STATE UNIVERSITY PROPOSAL FOR NEW COURSES

Department __Communication Studies______Date __2/7/12______

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

_CMST 369______Leadership and Communication______3__ Course No. Course Name Credits

This proposal is for a(n) ___X___ Undergraduate Course ______Graduate Course

Applies to: ____X__ Major ___X___ Minor ______University Studies* _____ Required _____ Required ______Not for USP __X___ Elective __X___ Elective

Prerequisites __CMST191: Introduction to Public Speaking or CMST 192: Introduction to Speech Communication

Grading method ______Grade only ______P/NC only ___X___ Grade and P/NC Option

Frequency of offering ___Yearly____

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form. For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalogue description.

This course addresses theoretical models and applied principles of leadership across contexts, with an emphasis on communication skills and strategies for effectively executing leadership functions, managing emergent challenges and expanding leadership capacity. Attention is paid to rhetorical and behavioral adaptations based on personality differences and intragroup dynamics. Cultural differences in leadership style preferences are examined. This course is valuable for students who presently occupy a leadership role and/or envision themselves doing so in the future. Prerequisites: CMST 191 or CMST 192. Junior or senior status recommended.

2. Course outline of the major topics and subtopics (minimum of two-level outline).

I. Introduction to Leadership . Definitions . Leadership versus management . Requisites . Key principles

II. Leadership, Power and Influence . Types of power . The impact of organizational position . Working with volunteers

III. Approaches to Studying Leadership . Trait approach . Style approach . Style schemes . Theory X & Theory Y . Autocratic-Democratic-Laissez-Faire . Consultative . Directing-Coaching-Participating-Delegating . Transformational leadership . Cultural differences in leadership style preferences . GLOBE Studies: Dimensions of culture . Global leadership behaviors . Situational approach . Contingency theory (Fiedler) . Life Cycle theory (Hersey & Blanchard)

IV. Functional leadership: Assessing and developing leadership capacity . Leadership practices & functions (Kouzes & Posner, 2007) . Model the way . Best practices, self-assessment & skill development . Inspire a shared vision . Best practices, self-assessment & skill development . Challenge the process . Best practices, self-assessment & skill development . Enable others to act . Best practices, self-assessment & skill development . Encourage the heart . Best practices, self-assessment & skill development

V. Leadership and Followership . Leader-Member Exchange (LMX) theory . Follower styles . Rhetorical adaptations based on personality differences . Myers-Briggs personality types . 16 personality types in organizations . Personality types using the Enneagram

VI. Emergent Challenges . Crucial confrontations . Communication tools for addressing broken promises, bad behavior and violated expectations . Communication strategies for working with different personality types . Crisis communication

VII. Ethical Leadership . General ethical perspectives . Utilitarianism . Kant’s categorical imperative . Justice as fairness . Communitarianism . Altruism . Ethical dilemmas

3a . Instructional methods utilized. (Please check all that apply).

Lecture: Auditorium ITV Online Web Enhanced Web Supplemented Lecture: Classroom XXX Service Learning Travel Study Laboratory Internship/Practicum Other: (Please indicate)

3b. MnSCU Course media codes: (Please check all that apply)

None: XXX 3. Internet 6. Independent Study 9. Web Enhanced 1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented 2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation

a. Exams (3) b. Written assignments, including personal assessments c. Individual or team project d. Presentation See Assessment of Outcomes for evaluation details 5. Course materials (textbooks(s), articles, etc.) Hackman, M. Z. & Johnson, C. E. (2009). Leadership: A communication perspective (5th edition). Long Grove, IL: Waveland Press.

Northouse, P. G. (2010). Leadership: Theory and practice (5th edition). Thousand Oaks, CA: Sage.

Patterson, K., Grenny, J., Mc Millan, R. & Switzler, A. (2005). Crucial confrontations: Tools for resolving broken

promises, violated expectations and bad behavior. NY: McGraw-Hill.

Additional readings to be assigned.

6. Assessment of Outcomes

Course Level Learning Outcomes: Learning Activities Evaluation Assessment

a. Demonstrate an understanding Lecture, readings, Exam questions Number correct for of the features, requisites and class discussion objective questions basic principles of leadership

b. Describe the influence of Lecture, readings, Exam questions Number correct for power and position, or lack class discussion, case objective questions; use of thereof, on leadership capacity, study analysis, film holistic grading rubric for leadership enactment and analysis short answer/ application communication practices questions

c. Describe the major approaches Lecture, readings Exam questions Number correct for to the study of leadership objective questions

d. Demonstrate an understanding Lecture, readings Exam questions Number correct for of cultural differences in objective questions preferred leadership style enactment

e. Evaluate leadership Case study analysis; Structured Use of analytical and competency and practices Class activity; observations, holistic grading rubrics utilizing leadership theories Individual/team written analysis and principles project assignment, presentation

f. Describe the interplay between Lecture, readings, Exam questions Number correct for leadership and followership class discussion, film objective questions; use of analysis holistic grading rubric for short answer/application questions

g. Demonstrate an understanding Lecture, readings, Exam questions Number correct for of Enneagram-based in-class exercise, objective questions personality types and the self-assessment communication and behavioral activities approaches best-suited to each type

h. Demonstrate communication Lecture, readings, Structured Use of analytical grading competency in initiating and in-class exercise observations, rubric engaging in “crucial written assignment, confrontations” peer critiques, self-critique

i. Analyze crisis communication Lecture, reading, class Written assignment Use of analytical grading practices exhibited by leaders, discussion, case study rubric considering prevention, analysis management and post-crisis restoration strategies

j. Analyze leadership behavior Lecture, case study, Exam questions, Number correct for from an ethical perspective film analysis written assignment objective questions; use of holistic grading rubric for short answer/application questions and written assignment evaluation

k. Evaluate their leadership Self-assessment Written assignment Use of analytical and capacity and relevant skill- inventory completion, holistic grading rubrics based communication in-class activities competencies

7. List of references.

Bass, B. M. & Riggio, R. E. (2006). Transformational leadership (2nd edition). Mahwah, NJ: Lawrence Erlbaum.

Bevan, R. (2011). Keeping change on track. Journal for Quality & Participation, Vol. 34, 1, pp. 4-94.

Bolkan, S. & Goodboy, A. K. (2011). Behavioral indicators of transformational leadership in the college classroom. Qualitative Research Reports in Communication, 2011, Vol. 12, 1, pp. 10-18.

Clifton, J. (2006). A conversation analytical approach to business communication: The case of leadership. Journal of Business Communication, Vol. 43, 3, pp. 202-219.

Conrad, D, & Newberry, R. (2011). 24 business communication skills: Attitudes of human resource managers versus business educators. American Communication Journal, Vol. 13, 1, pp. 4-23.

De Vries, R. E.., Bakker-Pieper, A. & Oostenveld, W (2010). Leadership = Communication? The relations of leaders’ communication styles with leadership styles, knowledge sharing and leadership outcomes. Journal of Business & Psychology, Vol. 25, 3, pp. 367-380.

Dorfman, H. A. (2003). Coaching the mental game: Leadership philosophies and strategies for peak performance in sports and everyday life. NY: Taylor Trade.

Fairhurst, Gail T. (2008). Discursive leadership: A communication alternative to leadership psychology. Management Communication Quarterly, Vol. 21, 4, pp. 510-521.

Fairhurst, G. T. (2011). Leadership and the power of framing. Leader to Leader, Vol. 61, pp. 43-47.

Galanes, Gloria J. (2009). Dialectical tensions of small group leadership. Communication Studies, Vol. 60, 5, pp. 409- 425. Goldberg, M. J. (1999). The 9 ways of working. Cambridge, MA: De Capo Press.

Goldsmith, M. (2007). What got you here won’t get you there. NY: Hyperion.

Hackman, M. Z. & Johnson, C. E. (2009). Leadership: A communication perspective (5th edition). Long Grove, IL: Waveland Press.

Hall, M. L. (2007). Communicating subjectivity: Leadership as situated construction. Atlantic Journal of Communication, Vol. 15, 3, pp. 194-213.

Hamrefors, S. (2010). Communicative leadership. Journal of Communication Management, Vol. 14 Issue 2, pp. 141-152.

Huffaker, D. (2010). Dimensions of leadership and social influence in online communities. Human Communication Research, Vol. 36, 4, pp. 593-617.

Johnson, C. E. (2009). Meeting the ethical challenges of leadership: Casting light or shadow (3rd edition). Los Angeles,

CA: Sage.

Kouzes, J. M. & Posner, B. Z. (2007). The leadership challenge (4th edition). San Francisco, CA: John Wiley & Sons.

Kouzes, J. M. & Posner, B. Z. (2003). The leadership challenge workbook. San Francisco, CA: Jossey-Bass.

Kyle, D. T. (1998). The four powers of leadership. Deerfield Beach, FL: Health Communications.

Lapid-Bogda, G (2010). Bringing out the best in everyone you coach. NY: McGraw-Hill.

Levick, R. S. (2010). The communicators: Leadership in the age of crisis. Washington, D. C.: Watershed Press.

Maccoby, M. & Scudder, T. (2011). Leading in the heat of conflict. T+D, Vol. 65,12, pp. 46-51

Madlock, P. E. (2007). The link between leadership style, communicator competence, and subordinate satisfaction. Paper presented at the annual meeting of the National Communication Association.

Maxwell, J. C. (2005). The 360° leader: Developing your influence from anywhere in the organization. Nashville, TN: Thomas Nelson.

Maxwell, J. C. (1998). The 21 irrefutable laws of leadership. Nashville, TN: Thomas Nelson. McCauley, C. D., Moxley, R. S. & Van Velson, E. (1998). Handbook of leadership development. San Francisco, CA: Jossey-Bass.

Parkin, P. (2008). Leadership communication training for small businesses. Paper presented at the annual meeting of the National Communication Association.

Riso, D. & Hudson, R. (1996). Personality types: Using the Enneagram for self-discovery. NY: Houghton Mifflin.

Roby, D. E. (2009). Teacher leadership skills: An analysis of communication apprehension. Education, Vol. 129, 4, pp. 608-614.

Wodak, R., Kwon, W. & Clarke, I. (2011). ‘Getting people on board’: Discursive leadership for consensus building in team meetings, Discourse & Society, Vol. 22, 5, pp. 592-644.

Woodward, I. & More, E. (2010). Leadership communication at the edge. Australian Journal of Communication, Vol. 37, 1, pp. 111-136.

B. Rationale

1. Statement of the major focus and objectives of the course.

1. Demonstrate an understanding of the features, requisites and basic principles of leadership; 2. Describe the influence of power and position, or lack thereof, on leadership capacity, leadership enactment and communication practices; 3. Describe the major approaches to the study of leadership; 4. Demonstrate an understanding of cultural differences in preferred leadership style enactment; 5. Evaluate leadership competency and practices utilizing leadership theories and principles; 6. Describe the interplay between leadership and followership; 7. Demonstrate an understanding of Enneagram-based personality types and the communication and behavioral approaches best-suited to each type; 8. Demonstrate communication competency in initiating and engaging in “crucial confrontations”; 9. Analyze crisis communication practices, considering prevention, management and post-crisis restoration strategies; 10. Analyze leadership behavior from an ethical perspective; and 11. Evaluate their own leadership capacity and relevant skill-based communication competencies

2. Specify how this new course contributes to the departmental curriculum.

Increasing attention is being paid to leadership development and the communication practices which undergird leadership effectiveness. Although leadership is addressed in various CMST departmental courses—notably Small Group Communication (CMST 371)—coverage of the subject matter is limited due to the necessity of addressing other course-relevant topics. “Professional Leadership” was offered as a CMST 451 “Topics” course in 2012 to address the recognized need of increasing students’ knowledge and communication competence in the leadership arena. This course further equips CMST majors whose career pursuits and interests lie in the areas of “Organizational Communication,” “Leadership and Advocacy,” and working with non-profit agencies.

3. Indicate any course(s) which may be dropped if this course is approved.

No courses will be dropped if this course is added.

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)?

No.

2. List the department(s), if any, which have been consulted about this proposal.

No departments have been consulted.

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

Lisa Glueck______#[email protected] Name (please print) Phone e-mail address Form Revised 4-13-05 WINONA STATE UNIVERSITY FINANCIAL AND STAFFING DATA SHEET

Course or Program______CMST3XX______

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course would not necessitate additional faculty. It would be added to our regular rotation of courses; there are at least 3 faculty members who have the background and experience necessary to teach it.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

In general, offering this course yearly means that we would likely offer some of our other 300-level theory courses on a yearly basis. This would not affect majors because they are allowed to choose three theory courses from the list of relevant 300-level courses. Currently, this course has been taught as a CMST 451 topics course.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

The approval of this course would not affect departmental supplies nor significantly affect expenditures, although we may request library resources to support student research in this area and/or use monies to purchase books or films relevant to leadership and communication.

[Revised 9-05] Course or Program___ CMST369: Leadership and Communication ______

This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals. If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals. Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided. ____x____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable. ____x____ Completed ______NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter. ____x____ Completed ______NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____x____ Completed Name and office phone number of proposal's representative: Lisa Glueck, #2266____

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered. ______Completed ____x____ NA

5. The course name and number is listed for each prerequisite involved in this proposal. ____x____ Completed ______NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ______Completed ___x_____ NA

7. In this proposal for a new or revised program, the following information for each required or elective course is provided: a. The course name and number. b. A brief course description. c. A brief statement explaining why the program should include the course. ______Completed ____x____ NA

8. This course or program revision proposal: a. Clearly identifies each proposed change. b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison. ______Completed ____x____ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed. ____x____ Completed ______NA

______Department's A2C2 Representative or Alternate Date [Revised 9-05]