National University of Singapore s5

Revised on 5/19/2018

NATIONAL UNIVERSITY OF SINGAPORE NUS Business School Department of Management and Organisation

BMA5016A Leadership in Organizations (2 Credit Module)

Professor:

Dr. Chia Ho Beng [email protected]; Office: Mochtar Riady Building #8-38

Session: Semester 1, 2012/2013

When I was asked to teach this course, I talked to Lawrence Wong, a person whom I have tremendous respect, and who has been teaching leadership like forever. He helped shape my thoughts about what I wanted to do, and about what aspiring leaders have to do. Thus, I acknowledge here his intellectual and mentoring contributions.

Lawrence helped me explicate the following issues:

1. What is the real purpose of this module? Is it to transmit leadership knowledge and ensure retention or is it to help people become excellent leaders?

2. Why is it so that so much has been researched and taught about leadership and yet our experience of excellent leadership is a rarity rather than the norm?

3. If learning individuals and learning organizations is the cornerstone in excellent leadership, why do we teach leadership in the same way instead of improving the effectiveness?

4. What prevents smart bright people from becoming excellent leaders? and How can we find practical ways to help them BECOME what they can be?

Other sources of insight for this module come from the Center of Creative Leadership (CCL) where I am an adjunct executive coach, and also from the executive programs on leadership run by London School of Economic, where I am involved as a facilitator. In these programs the focus is mainly on self-awareness and helping executives identify the areas of leadership they wish to improve.

Constraints

The greatest constraint here is time given for this module. It allows us little time to reflect on our actions, decide what we wish to change, then pursue with the support of others to effect those changes. Thus, I can only help you start this journey: I will try to establish connectivity among the participants as a learning or support network. As further support for your growth, please feel free to bounce things off me (nothing solid that can hurt please!). I am always in the telephone directory, and my current mobile number is +65 91877580.

Dr. Chia Ho Beng • Department of Management &Organisation • National University of Singapore • Mobile 91877580 • Email [email protected]

1 Revised on 5/19/2018

Course Objectives

Thus, this course is the start of a LEARNING JOURNEY for us to find answers to these issues. Let me explain what I see in the key word “learning.” Firstly, excellent leadership is about learning and changing on the part of the leader, and those around them. It is about making personal change that will radiate and cause others to change. Secondly, excellent leadership is about helping your direct reports learn and change. Thus, to become an excellent leader, and be continually excellent, you will have to

1. Learn to learn and change, 2. Learn to apply the “technology” involved in learning to learn and change 3. Learn to help others to learn to learn and change as well as apply the “technology” for learning and change

There are many theories and “technologies” for learning and changing. Knowledge about all of them will not achieve our 3 key objectives. We will instead focus on selected few that I believe gives us the greatest probability of achieving these objectives. Thus, this will not be a textbook “cramping” module. Instead this module will look and feel more like an organizational development intervention. Since we are constraint by time, we will try to maximize our contact time doing things that need contact. There will be no summary of readings (read lectures) you are expected to read on your own. Instead of using the mind as a warehouse, we will try to use our minds as instruments to be played. Hopefully, when we play together (think Jazz jams) we can make good music.

Tentative Course Content 1. Introduction to leadership 2. Leadership and self-awareness 3. Leadership: “Who are you?” and “Who do you want to be” 4. Leadership, mindsets, change, and emotions 5. Leadership, teams, and influence 6. Becoming a leader 7. Helping others be leaders

Participants

When I designed this course, I assumed that the MBA students, like the batches before them, have a high level of maturity, self discipline, and responsibility. Those who do not meet these criteria does not belong in this class and should seriously consider taking this module under a different instructor. If you check on my reputation, you will likely to find that I am an activist, sometimes controversial, I value integrity in myself and others, and that I have no qualms about calling a spade a spade. In those respect, those who put in cursory effort will get their just reward, and no amount of review, appeal, or political pressure will change that.

In this module, you will learn about yourself, particularly the blind spots and shadow areas. This will be uncomfortable at times and require all of us to keep things confidential and require all of us to be open and supportive. When you learn to be supportive in class, you will go a long way in being supportive so that others can feel more comfortable in thinking and behaving in different and more effective ways.

Our Organizational Culture

1. 3HTs - High Trust, High Touch, High Task 2. Maximize our collective potentials 3. Open and experiential approach to learning 4. Appreciative Action Learning (Combination of Appreciative Inquiry and Action Learning) 5. Maximum participation, creativity, and spontaneity 6. Collaborative, constructive, and developmental critiques

Assessment

Assessment will be as follows: Wt 1. Mission statement with rationale and justification 25% 2. 4 Column Exercise 25% Origins of your 3 Big Assumptions; Testing 25% your 3 Big Assumptions Action plan to improve your leadership with 25% SMART goals, Timelines, and Evaluation matrices

Late submission penalties

Five marks / day will be deducted for final submissions (those on DD/MM). The heavy penalty reflects the short time frame I am given to grade and submit marks. All work must be submitted to the appropriate bins, in the appropriate file labels. No other submissions will be accepted (no hard copy, no email attachments). Please make sure all your assignments appear in the correct work-bins. This is your responsibility .

I will not read your file if it is not correctly labeled nor will I look for your file if it is not submitted in the correct bin. This is your responsibility.

Let me explain why. At the end of each term, the window to submit grade is very short. I have 5 modules that I teach this semester, and have little time to search every possible bin for your CAs (which I have done often). I would hope that at terms end, I can go to each work- bin and look at the files and take an inventory of everyone’s work - assignments from participants in 5 modules. That is a lot of assignments in the inventory!!

Final Grade

As in all grading exercises in the Singapore schools, the final grade reflects your performance relative to your peers. Foreign students please take note and consult your Singaporean counterparts on this issue. This is your responsibility.

I do not want any misunderstandings or to debate this issue when you receive your official grade.

Evolving Reading List Appreciative Inquiry Barnett & Pratt From threat-rigidity to flexibility Journal of Organizational Change Management, 2000, 13,74-88 Hall & What is Appreciative Inquiry? Hammond http://www.thinbook.com/docs/doc-whatisai.pdf Staw, Standelan, Threat-rigidity effects in organizational behavior: A multi-level analysis & Dutton Administrative Quarterly, 1981, 26, 501-524 Strong Notes on Appreciative Inquiry http://www.california.com/~rathbone/strong6.htm

Conversations and Learning Loops Argyris Empowerment: The emperor’s new clothes Harvard Business Review, 1998 Argyris Compilations by Mark K Smith http://www.infed.org/thinkers/argyris.htm Theories of action, double-loop learning and organizational learning Atherton The experiential learning cycle http://www.learningandteaching.info/learnng/experience.html# experiential%20learning%20styles Brouwer The power to see ourselves Harvard Business Review, 1964, 42,156-163 Ford & Ford The role of conversations in producing intentional change in organizations Academy Management Review, 1995, 20, 541-570 Gill Change management and change leadership Journal of Change Management, 2003, 3, 307-313 Kegan & Lahey The real reason people won’t change Harvard Business Review, 2001 Liedtka & Shaping conversations: Making strategy and managing change Rosenblum California Management Review, 1996, 39, 141-157 Maccoby Interactive dialogue as a tool for change Research Technology Management, 1996, 39, 57-59 McFarland Leadership and learning: The art of asking questions Harvard Management Updates 2001 Nathans Compilations by Hannah Nathans www.iac.wur.nl/iaclo/htmlarea/ docs/msp/DoubleLoopLearning.doc Double loop learning

Piggot-Irvine Facilitating openness and learning partnership in action research http://www.education.up.ac.za/alarpm/PRP_pdf/Piggot_Irvine.pdf Schon Compilations by Mark K Smith http://www.infed.org/thinkers/et-schon.htm Learning reflection and change Senge Compilations by Mark K Smith http://www.infed.org/thinkers/senge.htm The learning organization and leadership Shapiro Book Review of “Managing in a Cappuccino Economy” by Argyris Harvard Business Review, 2000 Wyrick Understanding learning styles to be a more effective leader and engineering manager

Leadership Bernhut Primal leadership: Interview with Goleman Ivy Business Journal, 2002 Bowling Book review of “The Spirit of Leadership: Liberating the Leader in Each of Us” by Owen Leadership Quarterly,2001, 12, 369-371 Brunetti The cluetrain manifesto: Customers and employees as people Total Quality Management, 2003, 14, 243-248 Farkas & The ways chief executive officers lead Wetlaufer Harvard Business Review, 1966 Goffee & Jones What hold modern companies together Harvard Business Review, 1996 Goleman What makes a leader? Harvard Business Review, 1998 Goleman Leadership that gets results Harvard Business Review, 2000 Goleman, Primal leadership: The hidden driver of great performance Boyatzis, & Harvard Business Review, 2001, 79, 42-50 McKee Hamilton & Book review of “Leadership & Spirit by Moxley” Schriesheim Leadership Quarterly, 2001, 12, 373-375 Kets De Vries High performance teams: Lessons form the pygmies Organizational Dynamics, 1999 Kim & Fair process: Managing in the knowledge economy Mauborgne Harvard Business Review, 2003, 81, 127-137

Lichtenstein, Leadership and ethical development: Balancing light and shadow Smith, & Torbet Business Ethics Quarterly, 1995, 5, 97-116 Mintzberg The MBA menace Fast Company, 2004, 83, 31-32 Parry & Proctor- Leadership, culture, and performance: The case of the New Zealand Thomson public sector Journal of Change Management, 2003, 3, 376-399 Peffer & Sutton Smart talk trap Harvard Business Review, 1999 Rapaport To build a winning team: An interview with head coach Bill Walsh Harvard Business Review, 1993 Senge The leader’s new work: Building learning organizations Sloan Management Review, 1990, 32, 7-23 Simon & Davila How high is your return on management? Harvard Business Review, 1998 Thomas & Leadership Crucibles Bennis Executive Excellence, 2002, 19, p3-4 Yang & Shao Shared leadership in self-managed teams: A competing values approach Total Quality Management, 1996, 7, 521-534 Zaleznik Managers and leaders: Are they different Harvard Business Review, 1977

Pre-Module Work 1. Read Course webpage and outline 2. Complete 360 Leadership Questionnaire(MFLQ) self rating plus 2 other ratings 3. Do the online Jung type test http://www.humanmetrics.com/cgi-win/JTypes2.asp 4. Do the online Big 5 http://www.outofservice.com/bigfive/ 5. Inter-personal skill inventory http://inst.santafe.cc.fl.us/~mwehr/HumanRel/XasScale.htm 6. Work values inventory http://www.mrs.umn.edu/services/career/career_planning/workvalues2.php Bring all to the 1st session.