MBA8510: Leadership & Teambuilding WWW. HOMEPAGE.VILLANOVA.EDU/GREGORY.GULL Gregory Gull, Ph.D....

MBA8510:Leadership & Teambuilding

WWW. HOMEPAGE.VILLANOVA.EDU/GREGORY.GULL

Gregory Gull, Ph.D.Office: Bartley 2008Phone: 610-519-4374

Issues

• What is our (yours and mine) intention?

• What are your expectations of this experience?

• How will the course be conducted?

• How will learning be assessed?

• What are our responsibilities?

My Intention

• To guide you in your quest to become that which you potentially are…in short, an example of greatness– To enhance and deepen your understanding of

leadership– To help you develop and strengthen the skills

needed in cultivating teamwork

Required Source Material

• Stephen Covey’s, 7 Habits of Highly Effective People

• Articles as identified in the syllabus

• Wall Street Journal—articles relevant to our discussions

• James O’Toole’s, The Executive Compass

Learning Outcomes Learners will be able to:

• Develop a personal mission statement that is a synthesis of:– What they want to be (character)– What they want to do (contribution)– How they want to do it (values/principles)

• Integrate the concepts of individual and organizational leadership in determining the critical components in the design and implementation of organizational transformation

• Effectively guide a group of people toward becoming a high performing team

• Make sound ethical decisions

Learning Assessments & Weights

• Participation…………….….20%

• My-3-Habits Paper…………20%

• Ethical Leadership………....20%

• Journal……………………...20%

• Consulting Report…………..20%

Why Are We Here?

Reality Leadership

To Learn (about)

LEADERSHIP!

What does it mean “to learn”?

Learning is

• More than acquiring facts

• More than acquiring new techniques

• The acquisition of a different way of looking at the world– gain a new perspective in a particular discipline– expand & deepen understanding of “reality”– acquiring Knowledge

Information is not equal to Knowledge• Information is data arranged in meaningful patterns

• Information, alone, is useful when dealing with determinate sets of routine problems

• Knowledge is required in dealing with indeterminate problems &/or rapid change-- like Leadership

• Knowledge is the residue of Thinking with Information

– Turning over in our minds the relationship of problems/issues to facts & theories

• Knowing requires flexibility with multiple views of reality & the future

– Knowledge, unlike information, can’t be separated from context

– Knowledge is socially constructed

– Knowledge requires communication; building on ideas of others

• Knowledge is created at the boundaries of the old

– There can be no Knowledge without Interaction, Interpretation and the anticipation of Action--the “process of knowing”

There can be no learning without (new) thinking...

There can be no new thinking

without an inquiring mind

norwithout engaging in

dialogue

Journal• Synthesis w/ Brief

Summary of Key Points

– represents your understanding of the information/material

– can be telegraphic style

– need not be complete sentences

– Synthesis of readings

• Reflecting & Turning Over in your Mind, What was Read

– relating to experiences

– challenging accepted belief

– demonstrating engagement in the reading

• explorations of the mind that challenges “what is”

• entertaining questions that stretch your thinking beyond the boundaries

Post Class Discussion: Feelings, new thinking, relevance

Instructional Approach

• Facilitative

• Participatory

• Learner-Centered

What Should Our Roles & Responsibilities Be?

• Mine, as facilitator

• Yours, as participant

Participation

• Attendance = 40%

• Engagement = 60%

Responsibilities

• Make use of student’s experience

• Be aware of the progress of the students

• Be enthusiastic & encourage participation

• Be adaptable & cooperative

• Recognize the need to learn

• Relate new ideas to their experiences

• Be aware of their own progress

• Engage themselves in their own learning

• Be cooperative and adaptable

Instructor Student

To Be Co-Learners: To Create a Community of Learning

Relationship of Roles

Passive Engage

Lec

ture

Fac

ilit

ate

Effect of Our Relationship

Passive Engage

Lec

ture

Fac

ilit

ate

Bored w/ Info

Empowered w/ Knowledge

My-3-Habits: A Personal Application

• Intra-personal aspect of the leadership journey• Requires you to reflect

– Circle of concern/influence• Conscious intention

– Re-scripting, re-centering– Principles, values

• Your plan– Statement of purpose– Outline steps

Final Exam Option• Essay

• Short Answer

• Seeking to Assess Depth of Understanding

• Memorizing this or that fact will be of little benefit

Experiential Exercise: Topic—”Develop a definition of leadership?”• Form groups of size 5 - 7 • You will engage in a group discussion whereby how your

participation will be directed, and limited by, the following: – Build on a point made by another

– Introduce a new related topic/issue

– Explore an issue previously presented by another

– Ask a question of a previous discussant

– Interrupt the flow of the discussion

• Each can only be used once, except for ‘Build’—which can be used twice! When the options are used up, you can no longer be an active participant in the discussion.

• In the process, try also to be aware of not only what’s happening, but how you feel about what’s happening.

Debriefing: What Happened?

• What was it like to have a discussion under these circumstances? How did you feel?

• As you were engaged in the discussion, did you think of other functions (options) that were not listed? What were they? Why these?

• Did you have options left? Which ones and why?• What option did you use first? Why?

Debriefing:Implications & Applications?

• What are the advantages/disadvantages of having a discussion in this way?

• What lessons can be derived from your experience in this exercise?

• What can you distill from this exercise that will help you improve the learning experience in this course (or other courses)?

• Which specific measures regarding roles and levels of participation in discussion—that is, working norms—should we formally incorporate into the way we interact throughout this course?

• What lessons are applicable in your work life?