PL300 Course Guide - West Web viewIdentify key leadership traits you possess. ......

UNITED STATES MILITARY ACADEMY

WEST POINT, NEW YORK

PL300MILITARY LEADERSHIP

COURSE GUIDE

ACADEMIC YEAR 2013-2014Spring Semester

PL300

DEPARTMENT OF BEHAVIORALSCIENCES AND LEADERSHIP

PL300: Military LeadershipTerm 14-2

COURSE INTRODUCTION

1 January 2014

Class of 2015

Welcome to PL300 – Military Leadership. It is my sincere hope and expectation that PL300 is the most memorable and relevant class you will ever take at West Point. PL300 faculty members are excited to be a part of your journey as a leader of character and are uniquely qualified to assist you. Each instructor was hand-selected based on demonstrated excellence at the company-level and then educated at one of the Nation’s finest graduate programs.

PL300 is all about you and your growth as a leader. Military Leadership is ideally situated in your Cadet timeline. You’ve had at least one important military leadership experience this past summer and are currently developing in your new position this academic year. What you learn here will be directly applicable in your present capacity, as well as next year and beyond.

Our goal this semester is that you become more self-aware and are equipped with the tools to take your leadership to the next level. You will learn leadership theories, models and concepts and be required to integrate them into your individual leader development. Leadership is an art, but there is indeed science involved in preparing the artful leader. Your leadership within the Corps is just as important as your future service as an officer, so we’ll expect you to apply these frameworks in both Cadet and officer scenarios.

Our Nation needs strong leaders to face the complex challenges that are certain in the future. Although you are responsible for your own learning and development toward this end, it is our distinct privilege to facilitate your way ahead.

For Those We Lead!

DARCY SCHNACKLTC, LGPL300 COURSE DIRECTOR

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COURSE INTRODUCTION

Course Purpose

As a result of this course, cadets are capable of integrating new knowledge, experiences, and reflection to lead soldiers and military organizations more effectively in a culturally diverse, changing world. In short, cadets leave this course as better leaders. To achieve this, PL300 has two main goals:

1. Cadets are better, more self-aware leaders who are capable of reflecting on and learning from their life and leadership experiences.

The West Point Leader Development System emphasizes the importance of this course goal:

Self-awareness is critical to being a commissioned leader of character. To the extent that cadets graduate with a better sense of who they are, their strengths, their weaknesses, their biases and tendencies, this ingredient of development will contribute to the development of self-aware leaders.1

It becomes evident at this point why PL300 is not a class about answers, checklists or recipes, why it is open and not closed, and why we emphasize process and not content. Each cadet brings to the table their own set of relevant and meaningful experiences and perspectives. Our intent in the course is not to provide the right perspective, but to challenge cadets to better understand themselves, to integrate new knowledge and to therefore shed new light on what they believe (through the incorporation of new concepts and theories), and to prepare them to do this for themselves for the remainder of their lives.

2. Cadets will apply relevant frameworks, concepts and theory to their current leadership situations and demonstrate improvement as leaders. As a result of this course, cadets will demonstrate enhanced leadership ability by integrating new knowledge, their experiences, and reflections while leading soldiers and military organizations. Such integration is required to lead more effectively in a culturally diverse, changing world. Students who complete this course will leave having demonstrated the ability to effectively apply theoretical content and personal reflection, rather than simply reciting definitions and key words. In a changing world, facts and memorization are perishable, but the capabilities described above will endure for a lifetime.

1 USMA Circular 1-101, p. 22

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COURSE INTRODUCTION

Course Administrative Notes

Format RulesAll PL300 assignments will be completed using American Psychological Association (APA) format guidelines.

Rules of EngagementWe will show, both within and outside of our classroom, respect for law and order, personal honor, and the rights of others. Further, in our class: 1) everyone is allowed to feel they can work and learn in a safe and caring environment; 2) everyone learns about, understands, appreciates, and respects varied races, ethnicities, classes, genders, religions, ages, physical and mental abilities, and sexualities; 3) everyone matters; 4) all individuals are to be respected and treated with dignity and civility; and 5) everyone contributes in sharing in the responsibility in making our class, and the Academy, a positive and better place to live, work, and learn.

RecordingsDepartment policy forbids the taping or recording of any class or portion of a class without the written permission of the instructor, any speakers or guests, and each cadet attending the class.

TextbooksDepartment policy requires that each cadet in a section must have an individual textbook (paper or electronic) with them in class.

The required materials for PL300 are the 2013 Course Reader. Due to significant updates all previous versions of this course reader are obsolete. Students must have a copy of the current course reader:

1. Lovelace, J. B., Black, L. D., McCoy, E. A. (eds.) (2013). PL300 Military Leadership Course Reader. New York, NY: XanEdu (Jossey-Bass).

OR

1. Lovelace, J. B., Black, L. D., McCoy, E. A. (eds.) (2013). PL300 Military Leadership Course Reader. New York, NY: XanEdu (Jossey-Bass).

AND2. Lovelace, J. B., Black, L. D., McCoy, E. A. (eds.) (2013). Military Leadership:

Harvard Supplemental. New York, NY: XanEdu (Jossey-Bass).

*Only the Fall 2013 (AY 14-1)and Spring 2014 (AY 14-2) versions of the Course Reader are acceptable for this class.

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COURSE INTRODUCTION

The Mentor Relationship You will find a mentor as a part of this course. An integral part of your PL300 learning experience is building a relationship with a mentor. Your Leader Reflective Exercise (LRE), your Application Story (AS) Assignment and your Leadership Philosophy Paper (LPP) all involve working with your mentor. The purpose of working with a mentor is to both share and gain information, generally focused on your individual portion of the major writing assignment. For example, in the LPP, you share your leadership philosophy (Part A of the assignment) and get his/her feedback on your leadership principles. Find your mentor early! The process of identifying a mentor and cultivating a relationship is not something that can be done at the last minute. For the purpose of PL300, your mentor should meet the following guidelines:

Someone here at USMA Senior to you in age with significant life and professional leadership experience Officer, Non-Commissioned Officer (CPT or above/SFC or above), Warrant

Officer (active or retired) Coaches and others with significant leadership experience may be considered on a

case-by-case basis Fellow cadets and your family members are not appropriate Your current TAC Officer/NCO by exception only

Your mentor is both key in your PL300 learning experience AND a part of your graded assignments. Find yours early, meet with them often, and make the most of the learning opportunity.

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COURSE INTRODUCTION

Evaluation and Grading

Your instructor will evaluate your performance on graded requirements in PL300 in comparison with criteria and standards that represent the faculty's judgment of exemplary performance. The Lesson Objectives for each lesson will guide you in determining how to focus your effort. The following key terms from your lesson objectives are provided below for clarity.

Differentiate: To give a detailed account of distinctions between related theories, concepts, things or events.

Summarize: To express assigned material in concise form without losing key implications of reading.

Illustrate: To make plain, clear and intelligible a term, concept or theory by means of figures, examples, comparisons, etc.

Infer: To draw conclusions or make generalizations suggested by a specific set of data.

Classify: To place concepts, terms, objects, words or situations in categories according to specific criteria.

Relate: To bring into logical or natural association by stating the connection between concepts, theories, terms issues, etc.

Predict: To use a concept, theory or principle to forecast an outcome.

Explain: To use a given theory or concept, to account for the occurrence of a given phenomenon.

Apply: To use learned material such as rules, concepts, principles or theories to solve a problem in a given situation.

Compare: To state similarities by bringing theories, concepts, paradigms, or principles together for the purpose of demonstrating likeness.

Contrast: To state dissimilarities by bringing theories, concepts, paradigms or principles together for the purpose of demonstrating unlikeness.

Analyze: To break down a situation, issue or event into its component parts, summarizing relationships among components.

Synthesize: To combine separate elements into an orderly, functional, structured new whole.

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COURSE INTRODUCTION

Graded Events

LEADER DEVELOPMENT PORTFOLIO 450 total pointsJourney Line and Narrative (JL) (100 points)Leader Reflective Exercise (LRE) (50 points)Application Story (100 points) Leader Philosophy Paper (LPP) (200 points)

MIDTERM EXAM 200 pointsTEE 250 pointsINSTRUCTOR POINTS 100 points

Total 1000 points

Extra Credit (Maximum of 30 points)

Research ParticipationThe first extra credit option is to be a participant in a research study. Researchers are either upper class cadets or faculty members. There are a limited number of studies available each term. You will be notified when they are available via email. Space is limited, so you are highly encouraged to sign up for those you can commit to as soon as possible. You sign up and can find information about the studies by accessing this link: http://usma-bsl.sona-systems.com/.

The time of participation varies by study, i.e., some require only one hour, others can take three hours. You will receive 10 bonus points for each hour of participation.

All research projects are subject to approval by USMA’s institutional research board to ensure compliance with ethical guidelines.

Individual Scholarship (journal reviews) As an alternative to participating in a research project, you may review a journal article from a scholarly journal and draft a 2-3 page summary. The article must be relevant to the content of the course. Your instructor will provide you detailed instructions should you be interested in this option. Each article review is worth 10 points.

Bonus Points and Course FailuresYou may receive extra credit for participating in research and/or scholarship, but you may not exceed 30 total points of extra credit. It is the Course Director’s policy that bonus points will only be added to the academic grades of those cadets who achieved a passing grade at the conclusion of all graded events. Bonus points will be tracked throughout the semester by individual instructors; however, they will only be added after the TEE as long as your final grade in the course is a D or above. Essentially, you can improve your final grade through bonus points only if you pass the course.

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http://usma-bsl.sona-systems.com/


COURSE INTRODUCTION

Late Submissions

The following is the Department’s policy on late submission of written work.

1. Written work that is submitted per course requirements will receive a 10% penalty for every 24-hour period that the work is late. The 10% penalty is based upon the total point value of the work. The 24-hour period includes weekends and holidays and begins at the date/time the work was due. The first 10% penalty is assessed immediately after the work is late (i.e., the work was not turned in at the date/time it was due).

2. If you fail to meet a suspense requirement for the submission of written work, you have committed an academic as well as a professional duty failure. If you turn in a late paper, you have an unfair advantage (additional time) over those students who met the suspense requirement. The additional time spent improving the quality of your paper/project will therefore be offset by a grade reduction.

3. Attending class and completing all class assignments are duty requirements. As such, any failure to meet the suspense requirements will result in the academic penalty of a 10% deduction for each 24-hour period. Additionally, failure to inform your instructor in advance of a late submission and/or if an assignment becomes more than 24 hours late, will result in immediate notification of your TAC and the Program Director.

Term End Examination Failure

This comprehensive examination will test your mastery of lesson and performance objectives covered throughout the course. A failure to score a 50% or better on the final will indicate a failure to master the course material and result in a failing grade for the course-regardless of total points earned for the course.

Grades and Their Meaning

Your final grade in PL300 is based on the percentage of total possible course points that you earned on your Graded Requirements, the Midterm Exam, the TEE, and your Instructor Grade. The percentages and letter grade equivalents are:

A+ 97-100% A 93-96.9% A- 90-92.9%B+ 87-89.9% B 83-86.9% B- 80-82.9%C+ 77-79.9% C 73-76.9% C- 70-72.9%D 67-69.9% F 0-66.9%

"A" Work: (1) Complies with Dean's Criteria, and is theoretically sound; (2) Is organized and unified in presentation, e.g. accurately and effectively uses concepts in assessment and application; (3) Maintains a level of excellence throughout, and shows originality and creativity in the design of leader actions; (4) Is free of errors in grammar, punctuation, word choice, spelling and format, e.g. meets the requirements of correctness and style.

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COURSE INTRODUCTION

"B" Work: Meets the requirements in (1), (2), and (4) above, but demonstrates less originality or creativity.

"C" Work: Meets the requirements in (1) and (2), but contains relatively little creativity or originality and a few flaws. Reads like a first draft.

"D" Work: Fails to realize several critical elements of (1) thru (4), and to meet some of the criteria in significant ways.

"F" Work: Fails to realize several critical elements of (1) thru (4); does not meet the criteria, and contains serious errors or flaws.

As you will note in these descriptions of graded work, you will be evaluated for the style and organization of your written work, and not just the theoretical content. The established Dean's writing standards of correctness, style, organization and substance will always apply.

A Note on Grammar and Writing Assignments

All written assignments in this course should be well thought-out, logically structured, use complete paragraphs, and use proper grammar. It is essential that all written assignments are proofread prior to their submission. Assignments that include errors will have points deducted from the assignment grade.

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COURSE INTRODUCTION

PL 300 Course Overview AY 14-2Lesson # Date Lesson Topic Major Course Events

Self-Assessment1 7/8 JAN Introduction 2 9/10 JAN Learning from Experience I – LGM 3 13/14 JAN Learning from Experience III – Crucibles 4 15/16 JAN Learning from Experience II – Failure CLI Suspense NLT 161600JAN5 17/21 JAN Emotional Intelligence Mentor Selected (Course Intro)6 22/23 JAN Mental Models7 24/27 JAN Decision Making JL Due NLT 271600JAN (Annex A)8 28/29 JAN Authentic Leadership9 30/31 JAN CLI Survey Results

Leadership Theories10 3/4 FEB Full Range Leadership11 5/6 FEB Transformational Leadership12 7/10 FEB Toxic Leadership13 11/12 FEB Case Study 114 13/14 FEB Bases of Power LRE Due NLT 141600FEB (Annex B)

15 18/19 FEB Bases of Power, Influence Tactics, & Outcomes

16 20/21 FEB Motivation I17 24/25 FEB Motivation II 18 26/27 FEB Case Study 219 28 FEB/3 MAR Mid-Course Review and Feedback20 4/5 MAR Mid-Term WPR (Dean's Hour) Dean’s Hour 5 MAR 1421 6/7 MAR Class Drop22 10/11 MAR Guest Speaker

Organizational Leadership23 12/13 MAR Teams and Team Performance24 14/24 MAR Org Structure and Design25 25/26 MAR Managing Conflict26 27/28 MAR Group Cohesion and Development I AS1 Due NLT 281600MAR (Annex C)27 31 MAR/1 APR Group Cohesion and Development II28 2/3 APR Socialization29 4/7 APR Case Study 330 8/9 APR Special Topic31 10/11 APR Organizational Culture32 14/15 APR Organizational Change33 16/17 APR Guest Speaker LPP Due 171600APR (Annex D)34 18/21 APR Class Drop for LPP 35 22/23 APR Cross-Cultural Leadership36 25/28 APR Case Study 4

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COURSE INTRODUCTION

37 29/30 APR Negotiations I38 2/5 MAY Negotiations II 39 6/7 MAY In Extremis Leadership 40 8/9 MAY Course Wrap-Up

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PL300: Military Leadership14-2

LEADERSHIP THEORIES

Lesson 1: Introduction

Lesson Objectives: 1. Explain why you are taking PL300 and how it will fit into your personal

development. 2. Explain why PL300 occurs during cow year.

Student Preparation:

Lesson Reading: Course Guide Introduction

Lesson 2: Learning from Experience I – Leader Growth Model

Lesson Objectives: 1. Illustrate the Leader Growth Model and relate it to your own development and

learning.2. Infer challenges and benefits of leader growth and development.


Lesson Reading: “The Role of Experiential Education, Reflection, and Knowledge Acquisition in Building Stronger Leaders” by MAJ Eric McCoy

Supplemental Reading:“Chapter 3: You Must Lead Yourself First” by Greg Hastings

Key Concept: Leader Growth Model (See Annex E)New KnowledgeExperienceReflectionSelf-Awareness

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LEADERSHIP THEORIES

Lesson 3: Learning from Experience II - Crucibles

Lesson Objectives: 1. Relate the crucible concept to your life experiences. 2. Analyze how crucibles influence your development.3. Contrast a significant life event with a crucible experience.


Lesson Reading: “Crucibles of Leadership (HBR OnPoint Enhanced Edition)” by Warren Bennis and Robert Thomas (in Supplemental Spring Reader)

Key Concepts: Crucible ExperienceLearning from DifferencePrevailing over DarknessMeeting Great ExpectationsFour Essential Leader Skills

Lesson 4: Learning from Experience III – Failure and Resilience

Lesson Objectives: 1. Analyze the role of failure in individual development.2. Relate personal failure experience to the Leader Growth Model.3. Apply the model of resiliency to explain its significance in managing and learning

from failure.


Lesson Reading: “Resilience and Leadership: The Self-Management of Failure” by Gillian King and Mitchell Rothstein

Key Concepts: Resilience (organizational and personal)

Domains of Resiliency (Affective, Cognitive, Behavioral)Model of Resiliency (See Annex F)

Due: CLI Survey Completed, Suspense NLT 161600JAN

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LEADERSHIP THEORIES

Lesson 5: Emotional Intelligence

Lesson Objectives: 1. Relate emotional intelligence to leader effectiveness.2. Compare/contrast levels of emotional intelligence between leaders.3. Analyze a leader’s performance and relate it to his/her emotional intelligence.


Lesson Reading: “What Makes a Leader? (HBR OnPoint Enhanced Edition)” by Daniel Goleman (in Supplemental Spring Reader)

Key Concepts: Self-AwarenessSelf-RegulationMotivationEmpathySocial Skill

Due: Provide your mentor’s information to your instructor

Lesson 6: Mental Models

Lesson Objectives: 1. Explain how mental models are formed and their influence on leader behavior.2. Illustrate how common attribution biases/errors impact your effectiveness as a

leader.3. Apply double-loop learning to leader growth.


Lesson Reading: “Mental Models” by MAJ Jordon Swain

Key Concepts: Mental ModelFundamental Attribution Error Self-serving biasHalo EffectConfirmation BiasStereotypingSingle-Loop and Double-Loop Learning

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LEADERSHIP THEORIES

Lesson 7: Decision Making

Lesson Objectives: 1. Differentiate the ways in which leaders make decisions.2. Apply the Rational & Recognition Primed Decision Making Models.


Lesson Reading: “Leader’s Guide to Decision Making” by LTC Eric G. Kail

Key Concepts: Rational Decision Making ModelIntuitive Decision MakingRecognition Primed Decision Making Model

DUE: Journey Line NLT 271600JAN (See Annex A)

Lesson 8: Authentic Leadership

Lesson Objectives: 1. Summarize how authenticity impacts leader effectiveness.2. Illustrate what facets of your life influence your ability to develop your authentic

self.


Lesson Reading: “Discovering Your Authentic Leadership” by Bill George et. al. (in Supplemental Spring Reader)

Key Concepts: Life StoryAuthentic SelfValues and PrinciplesExtrinsic and Intrinsic MotivationSupport TeamsIntegrated LifeEmpowering Others

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LEADERSHIP THEORIES

Lesson 9: Cardinal Leadership Inventory (CLI) Survey Results

Lesson Objectives: 1. Identify key leadership traits you possess.2. Summarize the impact of these traits on your leader identity.


Lesson Reading: Bring your individual CLI report to class

Key Concepts: As assigned by instructor

Lesson 10: Full Range Leadership

Lesson Objectives: 1. Summarize the Full Range of Leadership Model.2. Compare and contrast the leadership styles that comprise the Full Range of

Leadership Model.3. Differentiate between transformational and transactional leadership.


Lesson Reading: “Full Range of Leadership Model” by LTC R.J. Garcia

Key Concepts: Full Range of Leadership Model (FRL) (See Annex G) Laissez-Faire Leadership (LF)Manage-by-Exception – Passive Leadership (MBE-P)Manage-by-Exception – Active Leadership (MBE-A)Contingent Reward Leadership (CR)Transformational Leadership (TFL)

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LEADERSHIP THEORIES

Lesson 11: Transformational Leadership

Lesson Objectives: 1. Illustrate knowledge of transformational leadership conditions, components,

behaviors, and processes, and how they interact within the TFL model.2. Describe the effect of transformational leaders on followers.3. Infer why transformational leaders are necessary in a dynamic, changing world.


Lesson Reading: “Transformational Leadership: What a Leader in a Values-Based Organization Must Strive to Exercise” by LTC B.B. Banks

Key Concepts: Transformational Leadership Model (See Annex H)Transformational Leadership ConditionsTransformational Leadership ComponentsTransformational Leadership BehaviorsTransformational Leadership ProcessesOutcomes of Transformational Leadership

Lesson 12: Toxic Leadership

Lesson Objectives: 1. Identify the types of negative influence leadership can have on an organization. 2. Explain toxic leadership. 3. Explain how toxic leaders are able to rise to power and how organizations can

eliminate toxic leadership.


Lesson Reading: “An Introduction to Toxic Leadership” by MAJ Jeffrey Lovelace

Key Concepts: Toxic Triangle:Destructive LeadersSusceptible Followers

ConformersColluders

Conducive Environments

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LEADERSHIP THEORIES

Lesson 13: Case Study 1

Lesson Objectives: 1. Synthesize relevant concepts from previous lessons to discuss how leaders

influence others.


Lesson Reading: Case Study TBD by Instructor

Lesson 14: Bases of Power

Lesson Objectives: 1. Explain the Six Bases of Power.2. Differentiate the forms of each base of power. 3. Summarize the effects of using different bases of power.


Lesson Reading: “Bases of Power: Origins and Recent Developments” by Bertram Raven

Key Concepts: Six Bases of Power: Coercive Power

-Impersonal and Personal Reward Power

-Impersonal and PersonalLegitimate Power

-Formal, Reciprocity, Equity and Dependence Expert Power

-Positive and Negative Referent Power

-Positive and NegativeInformation Power

-Direct and Indirect

DUE: Leader Reflection Exercise NLT 141600FEB (See Annex B)

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LEADERSHIP THEORIES

Lesson 15: Bases of Power, Influence Tactics, & Outcomes

Lesson Objectives: 1. Analyze your use of bases of power and influence tactics given what you know

about yourself and the situation.2. Illustrate how influence tactics can help you build your bases of power.3. Predict the outcomes of using a particular base of power and associated influence

tactics.


Lesson Reading: Review Lesson 14 Reading: “Power and Influence” by MAJ Jacob Miller

Key Concepts: Pressure Tactics Consultation TacticsExchange Tactics Personal AppealsCoalition Tactics Legitimizing TacticsIngratiating Tactics Collaboration TacticsRational Persuasion Apprising TacticsInspirational AppealsOutcomes (Commitment, Compliance, Resistance)

Lesson 16: Motivation I

Lesson Objectives:1. Summarize the content theories of motivation.2. Apply Two-Factor Theory of Motivation


Lesson Reading: “Chapter 5: Motivation Theories” by John Schermerhorn, Richard Osborn, James Hunt, and Mary Uhl-Bien

Key Concepts: Content Theories of MotivationHierarchy of Needs TheoryERG TheoryAcquired Needs TheoryTwo-Factor Theory

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LEADERSHIP THEORIES

Lesson 17: Motivation II

Lesson Objectives:1. Explain an individual’s level of motivation using different theories of motivation. 2. Apply expectancy theory.3. Apply equity theory.4. Apply the key implications of goal setting theory.

Student Preparation:Lesson Reading: “Chapter 5: Motivation Theories” by John Schermerhorn, Richard

Osborn, James Hunt, and Mary Uhl-Bien

Key Concepts: Process Theories of Motivation

Equity Theory (See Annex I)Expectancy Theory (See Annex J)Goal Setting Theory



influence others.



Lesson 19: Mid-course Review and Feedback


Lesson Reading: Review Course Introduction (Course Guide Preface)Review Lesson 1-18 readings and class notes

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LEADERSHIP THEORIES

Lesson 20: Mid-Term Exam

Dean’s Hour Exam on Wednesday, 5 March, 1250-1345 hrs. Location TBD.

Student Preparation:Prepare, read article/watch movie clip provided by instructor.Review Lessons 1-20.

Lesson 21: Class Drop

Lesson 22: Guest Speaker

Lecture on 11 March Location: TBD


Lesson Reading: PL300 Course Guest Speaker Bio and reading TBD.

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ORGANIZATIONAL LEADERSHIP

Lesson 23: Teams and Team Performance

Lesson Objectives: 1. Summarize the Open Systems Model of Teams and the impact on leader behavior.2. Infer how group membership impacts individual behavior.3. Explain the importance of how team members interact and work together.


Lesson Reading: “Chapter 7: Teams in Organizations” by John Schermerhorn, Richard Osborn, James Hunt, and Mary Uhl-Bien Excerpt: “Chapter 8: Teamwork and Team Performance” by John Schermerhorn, Richard Osborn, James Hunt, and Mary Uhl-Bien

Key Concepts: Synergy Social FacilitationSocial LoafingOpen Systems Model of Teams (OSMT) (See Annex K)Team CompositionStatus CongruenceTeam Diversity (Homogeneous and Heterogeneous Teams)RolesTeam Norms

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Lesson 24: Organizational Structure and Design

Lesson Objectives: 1. Illustrate the types of organizational structures.2. Summarize the advantages and disadvantages of different types of organizations. 3. Explain the role of delegation and empowerment in an organization.


Lesson Reading: “Chapter 8: Organizational Structure and Design: It’s All About Working Together” by John Schermerhorn

Key Concepts: Formal/Informational StructuresCommon Structures:

Functional StructureDivisional StructureNetwork Structure

Tall/Flat StructuresBureaucracyDelegationEmpowerment

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Lesson 25: Managing Conflict

Lesson Objectives: 1. Differentiate the types and levels of conflict.2. Summarize the causes of conflict and apply appropriate group conflict

management strategies. 3. Relate functional and dysfunctional conflict to organizational performance.


Lesson Reading: “Chapter 10: Conflict and Negotiation” by John Schermerhorn, Richard Osborn, James Hunt, and Mary Uhl-Bien

Key Concepts: Types of ConflictSubstantiveEmotional

Levels of ConflictFunctional/Dysfunctional ConflictCommon Causes of Conflict in Organizations (Hierarchical and

Contextual)Strategies for Managing Conflict (Direct and Indirect)

Lesson 26: Group Cohesion & Group Development I

Lesson Objectives: 1. Analyze the sources of group cohesion.2. Infer a leader’s impact on group cohesion. 3. Relate the sources of cohesion to team performance.


Lesson Reading: “Chapter 5: Cohesion and Development” by Donelson Forsyth

Key Concepts: Sources of Cohesion:Social CohesionTask CohesionCollective CohesionEmotional CohesionStructural Cohesion

DUE: Application Story NLT 281600MAR (See Annex C)

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Lesson 27: Group Cohesion & Group Development II

Lesson Objectives: 1. Infer how leaders can influence group development.2. Identify the positive and negative consequences of cohesion on an organization.3. Apply knowledge of group cohesion and development to the use of initiations and

hazing.


Lesson Reading: “Chapter 5: Cohesion and Development” by Donelson Forsyth

Key Concepts: Five Stages of Group Development:FormingStormingNormingPerformingAdjourning

Consequences of CohesionHazing

Lesson 28: Socialization

Lesson Objectives: 1. Summarize how to design an effective socialization process.2. Apply the socialization strategies.3. Infer the leader’s role in the socialization process.


Lesson Reading: “People Processing: Strategies of Organizational Socialization” by John Van Maanen

Key Concepts: Socialization Strategies:Formal (informal) Individual (collective) Sequential (non-sequential)Fixed (variable)Tournament (contest)Serial (disjunctive)Investiture (divestiture)

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influence others.



Lesson 30: Special Topic

Special topic lesson determined by your instructor.


Lesson Reading: Determined by your instructor.

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Lesson 31: Organizational Culture

Lesson Objectives:1. Explain organizational culture and the leader’s role in assessing it. 2. Analyze the levels of organizational culture.3. Compare and contrast functional and dysfunctional aspects of organizational

culture.


Lesson Reading: “Organizational Culture” by Edgar Schein

Key Concepts: Organizational CultureThree Levels of Culture:

ArtifactsEspoused ValuesBasic Underlying Assumptions

Embedding and Reinforcing Mechanisms

Lesson 32: Organizational Change

Lesson Objectives:1. Predict the need for organizational change.2. Infer potential sources of resistance to change.3. Apply Kotter’s eight-step change process.


Lesson Reading: “Leading Change: Why Transformation Efforts Fail” by John P. Kotter (in Supplemental Spring Reader)

Key Concepts: Kotter’s Eight Steps of Organizational Change

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Lesson 33: Guest Speaker

Lecture on 17 April. Location: TBD


Lesson Reading: PL300 Course Guest Speaker Bio and reading TBD.

Due: LPP NLT 171600NOV (See Annex D)

Lesson 34: Class Drop

Lesson 35: Cross-Cultural Leadership

Lesson Objectives: 1. Explain how differences in culture impact interpersonal relationships and your

behavior as a leader.2. Using the common cultural dimensions, analyze different cultures.


Lesson Reading: “In the Eye of the Beholder: Cross Cultural Lessons from Project GLOBE” by Mansour Javidan, Peter Dorfman, Mary Sully de Luque, and Robert House

Key Concepts: Common Cultural Dimensions:Power OrientationAssertivenessFuture OrientationHumane OrientationInstitutional CollectivismIn-Group CollectivismGender EgalitarianismPower DistanceUncertainty Avoidance

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influence others.



DUE: Application Story #2 NLT 031600DEC (See Annex C)

Lesson 37: Negotiation I

Lesson Objectives: 1. Illustrate how a leader uses negotiation skills.2. Explain how pre-conceptions drive negotiating behavior. 3. Differentiate between principled negotiation and positional bargaining.


Lesson Reading: “When Soldiers Negotiate: The Seven Elements of Negotiation” by Neil Hollenbeck

Key Concepts: 7 Element Framework:InterestsOptionsLegitimacyCommitmentsAlternativesRelationshipCommunication

Best Alternative to a Negotiated Agreement (BATNA)Circle of Value

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Lesson 38: Negotiation II

Lesson Objectives: 1. Apply the 7 Elements to analyze a negotiation situation, during conduct, and as

criteria for assessment of a negotiated outcome.


Lesson Reading: “When Soldiers Negotiate: The Seven Elements of Negotiation” by Neil Hollenbeck Negotiation exercise materials

Key Concepts: Same as Lesson 37

Lesson 39: In Extremis Leadership

Lesson Objectives: 1. Summarize the differences between extreme and routine environments.2. Relate leadership in extreme environments to other leadership models/theories

discussed in the course.


Lesson Reading: “Leading As If Your Life Depended On It” by Thomas A. Kolditz,

Key Concepts: Seven Attributes of Effective Leaders in Extreme Environments:Inherent Motivation Learning OrientationShared Risk Common LifestyleCompetence TrustLoyalty

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Lesson 40: Course Wrap-up

Lesson Objectives: 1. Apply relevant concepts from PL300 to discuss a leader’s role in leading teams

and organizations.


Lesson Reading: TBD by instructor

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ANNEX A

Journey Line and Reflection NarrativePL300 – Military Leadership

Due: 271600FEB14 (Lesson 7)Weight: 100 PointsLength: Journey Line Representation and 2-3 double-spaced page narrative (12 pt font, 1” margins)

How have my life experiences shaped me as a leader?

ASSIGNMENT:

This assignment has two parts: a creative representation of your journey AND a corresponding narrative to explain the impact of the events in your journey line.

Journey Line Representation: Chart your significant life events and at least two crucible experiences, using time and emotion as your axes. Imagination and creativity are valued. This is an opportunity to express yourself – previous submissions have utilized videos, posters, pictures. Specific guidance will be provided by your instructor.

Reflection Narrative: Considering your journey line, write a 2-3 page narrative that answers the question “Who Am I?” At a minimum, you must discuss your core values, your purpose in life, how you got to where you are now, and predict major life experiences you anticipate shaping you in the next three to five years. You must address, in detail, at least two crucibles and how these experiences have transformed you (how you think, who you are, your leadership style).

Some questions to consider: • How do you describe yourself?• What have you done in your life that has added meaning?• Have certain people helped to shape your personal identity?• What are your future plans or goals?• How do you want to be remembered?

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ANNEX A

Journey Line Grading Rubric

Project Portion WT Score Visual Representation: Creativity

20 Visual Representation: Professional Appearance (indicates emotion level & time)

Identify significant life events20

Identify crucible experiences Follows a path or “journey” 5

Subtotal 45Narrative Portion

Answers the question: “Who am I?”15 Clearly Identifies and defines core values

Explains purpose in life Identifies and describes two crucibles

35 Describes the effects of the two crucibles on their journey Identifies major life experiences anticipated in the next 3 to 5

years 5

Subtotal 55Grammar and Coherence (You can only lose points here) Free of Spelling/Grammar Errors/Essay FlowsExceeds prescribed page limit (3 pages)/Fails to follow instructions (margins etc.)Subtotal TOTAL 100

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ANNEX B

LEADER REFLECTIVE EXERCISE

Due: 101600FEB14 (Lesson 12)Weight: 50 PointsLength: Leader Reflective Form (Provided by instructor)

Where am I now as a leader?

ASSIGNMENT: PL300: Military Leadership has two course goals. The first deals with developing reflective capacity in leaders while the second goal is focused on enhancing your ability to apply evidence-based leadership theory to your own life and experiences. The leader reflective exercise is designed to provide a structured means with which you can reflect on and learn from your past leadership experiences and to present you with an opportunity to apply relevant course content to those experiences and your development as a leader. For this assignment you need to consider your past leadership experiences, your strengths and weaknesses, and your future development as a leader.

StrengthsThe first portion of the assignment is to talk about two strengths you currently possess as a leader. In this section of the form, you should clearly list and define each of the two strengths. You should then provide concise and relevant examples from your own leadership experiences that illustrate these strengths. The most important part of this section is to then include a succinct application of course content and theory that justifies why each particular area or characteristic is relevant to effective leadership.

WeaknessesThe second portion of the assignment is to discuss two weaknesses, or areas of development, you currently face as a leader. In this section of the form you should clearly list and define each of the two weaknesses. You should then provide concise and relevant examples from your own leadership experiences that illustrate these weaknesses and how they have adversely impacted your performance as a leader in the past. The most important part of this section is to then include a succinct application of course content and theory that justifies why each particular area or characteristic is relevant to effective leadership.

Action PlanThis portion of the assignment is to develop an action plan for addressing your weaknesses and improving your leadership in the future. This plan should be specific and action-oriented. Rather than talking in vague terms about things you could do, you should explicitly discuss steps you will take in order to address your deficiencies and improve your leadership performance. Your action plan should integrate and discuss each component of the leader growth model. Your discussions with your mentor can help aid you in this section.

Mentor DiscussionAfter you spend time considering your strengths, weaknesses, and action plan, you will discuss that information with your mentor. The purpose of this discussion is twofold:

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ANNEX B

― First, you will get input from your mentor on what they think about your strengths and weaknesses (i.e. are the strengths necessarily important, do they actually agree that your weaknesses are something you should be concerned with, etc.)

― Secondly, you will get your mentor’s advice for how to improve your performance as a leader by specifically focusing on your two weaknesses or areas of development.

In this section you will summarize this discussion with your mentor, ensuring to include their input on your strengths and weaknesses and their recommendations for improvement. This also serves as a signed contract between you and your mentor, as you continue to discuss and reflect on your own leader development.

Successful projects will:― Have a professional format to include appropriate grammar, spelling, structure, etc.― Use concise personal examples to effectively demonstrate strengths and weaknesses and

effective reflection. ― Include a succinct and accurate application of course content to justify the relevance of each

strength or weakness ― Be well organized and clearly convey the main points within each section of the assignment.― Include an in depth, feasible and realistic action plan that covers both short and long term

objectives that clearly include your mentor’s feedback and discussion.

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ANNEX B

Leader Reflective Entry (LRE) Grading Rubric

Strength 1 WT Score Illustrate strength with personal leadership experience

15

Analysis of concepts/accurate theory developmentStrength 2

Illustrate strength with personal leadership experience Analysis of concepts/accurate theory development

Weakness 1 WT Score Illustrate weakness with personal leadership experience

15 Analysis of concepts/accurate theory development

Weakness 2 Illustrate weakness with personal leadership experience Analysis of concepts/accurate theory development

Action Plan WT Score Discuss specific steps/actions you will take for future

development 10

Clearly/concisely integrate leader growth model into discussion

Mentor Summary WT Score Provide clear summary of mentor feedback to help with

and accelerate individual development 10 Grammar and Coherence (you can only lose points here) Free of spelling/grammar errorsTOTAL 50

Score: ______/50 = ____%

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ANNEX B

LRE FORMATFront:

Back:

*electronic copy of form will be provided by your instructor

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ANNEX C

APPLICATION STORY

Due: 131600MAR (Lesson 23)Weight: 100 PointsLength: 3-4 double-spaced pages (12 pt font, 1” margins)

Application of Leadership Concepts

PL 300 is designed to increase your ability to lead effectively. To benefit from the program, you need to transfer and apply what you learn during the course to your leadership opportunities at West Point. The goal is to put what you learn to work in a way that improves your performance as a leader.

This paper affords you the opportunity to apply the leadership principles and concepts you have learned in PL 300 to your formal or informal roles as a leader at West Point. Because the focus is on the context of leading and working with others, you must use a concept from the leadership theory block (Block II) of the course.

Your goal of this application assignment is to put into practice something you learned in PL300 and then to reflect and report on the outcome of your effort to apply your learning. Your application should deal with a current situation (i.e. this semester) and not something that happened prior to taking PL300.

The Process

Find an opportunity to apply the leadership principles and concepts you learn in PL300 in your role as a leader at West Point. Remember that you lead in many contexts such as on your clubs and teams, and among your friends. You are often required to “lead up” and across organizations, irrespective of your assigned duty position.

Application period: 7 Jan – 26 Mar

During this period you must address the following questions:

1. What framework, concept, or theory did you apply from PL 300? (Summarize your understanding of the framework, concept, or theory)2. Describe the situation and the outcome of your application of this learning. (Clearly explain your application of the framework, concept, or theory and what happened as a result)3. How has your experience applying this relevant framework, concept, or theory to your personal situation improved you as a leader?4. How will you apply this lesson learned to future leadership situations?5. Provide a brief summary of the feedback your mentor gave you when you described your application of the PL300 framework, concept or theory.

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ANNEX C

You must engage with your mentor on this assignment. Discuss your progress. Mentors appreciate and applaud cadets who step up and take the initiative to proactively improve themselves as leaders. Your ability to ask for help from experienced officers who you admire and whose judgment you trust is a skill that will serve you well during your entire career. The best officers exercise this skill routinely. So can you.

The paper will be no more than 3-4 pages, double spaced, 12 point font, Times New Roman. Make sure that you properly document your discussion with your mentor in your references. As a reminder, your Application Story must cover a topic from the leadership theory block of the course.

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ANNEX C

Application Story Grading Rubric

Your application of PL 300 frameworks, concepts, and theory to current leadership situations will be scored based on you providing thoughtful and complete input.

Theory Description and Application WT Score Demonstrates a clear and complete understanding of the

frameworks, concepts, or theories applied from PL300

70

Describes the situation in which the frameworks,

concepts, or theories were applied Demonstrates accurate application of frameworks,

concepts, or theories learned in PL300 to current leadership situations

Describe the outcome of the framework, concept(s) or theories application to the situation

Reflection, Improvement, and Future Focus WT Score

Discuss how your application of course frameworks, concepts, or theories has improved you as a leader

30 Demonstrated ability to learn from this experience and apply those lessons to future situations.

Sought out mentor feedback to help with and accelerate individual development.

Grammar and Coherence (You can only lose points here) Free of Spelling/Grammar Errors/Essay Flows Exceeds prescribed page limit (4 pages)/Fails to follow

instructions (margins etc.)TOTAL 100

Score: ______/100 = ____%

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ANNEX DLeadership Philosophy PaperPL300 – Military Leadership

Due: 171600APR14 (Lesson 33) Due at the beginning of the evening Guest Speaker sessionWeight: 200 PointsLength: 8-10 double-spaced pages (12 pt font, 1” margins)How will I lead?

If you search Amazon.com or you Google for “leadership books” you will find hundreds of examples of personal leadership philosophies – works such as Lincoln On Leadership, or Jesus on Leadership. This paper is a condensed version of your book: Smith on Leadership, or Johnson on Leading, or Doe’s 3 Habits of a High Speed Leader. It is to serve both as a testament to others of your personal leadership philosophy and as a future reference for your own use.

ASSIGNMENT: Take approximately eight to ten pages to tell the world about your own leadership philosophy.

Introduction (15 points)

Provide a clear introduction that captures the reader’s interest. This section of the paper should provide a clear thesis that identifies the purpose of the paper and exactly what will be discussed in the paper.

Your Leadership Tenets (60 points each)

Organize these pages into three key principles or tenets. Your discussion on each of these principles or tenets will include the following:

Clearly identify what you believe about leadership in the form of a principle or tenet (your principle should not be simply a concept from the course such as “my principle is to be emotionally intelligent”).

Summarize why you believe your principle / tenet is essential to leading others with personal stories, examples or experiences.

Illustrate how a theory or concept that we covered in this course supports the effectiveness of your principle in the context of leading others. (This is where you use theory to infer the effectiveness of your principle). Your ability to summarize different theories than those you analyzed in your leader reflective essay will demonstrate increased creativity as mentioned in the grading criteria for the course.

Explain how you intend to apply your principle/tenet to your leadership approach now and in the future. Be specific and support with examples to help illustrate your point

You must share your philosophy with your mentor. The purpose of mandating this conversation is to reinforce the idea that we get our own leadership philosophies from a variety of inputs (our background, our parents, our experiences, other leaders, what we read, etc.). For each principle/tent:

o Summarize the session with your mentor and his/her feedback on your leadership philosophy

Each leadership principle should answer these questions: What do you believe? Why do you believe it? (Illustrate with stories, examples, experiences, etc.) How will what you believe help you lead yourself, others, teams, and organizations? How does the course material support the importance of the tenet? How will you put your principle/tenet into practice?

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ANNEX D

Conclusion (10 points)

Provide a brief summary of what was discussed in the paper. Clearly identify why your philosophy is so important to your approach to leadership. This is your opportunity to reiterate the “so what” of your key leadership principles. Indicate the results and/or the implications of your leadership philosophy.

Your Leadership Philosophy Paper will be assessed by the following:1. Does the reader know who you are after reading this paper?2. Will the reader understand your leadership principles?3. Will the reader have a feel for what you believe about human nature, motivation, and leading

others and why you believe it?4. Will the reader have a feel for what you believe about successfully leading teams and

organizations and why you believe it?5. Do you use vivid and compelling stories and examples (i.e. could you deliver this as a speech at a

leadership conference without putting people to sleep?)6. Did you demonstrate proper use of course theories and concepts?7. Does the reader understand how you intend to apply your leadership principles?

Successful papers will: Use multiple stories and examples to effectively illustrate your principles. Be specific and in-depth in the application of PL300 concepts and theories, and will demonstrate

a solid understanding of concepts and theories applied. Do your best to be concise in your writing.

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ANNEX DLPP Grading Rubric

Introduction (approximately .25 to .5 pages) WT Score Captures the reader’s interest, provides a thesis, and identifies

what will be discussed 10

Principle/Tenet 1 (approximately 2.5 to 3 pages)

Clearly identify and define leadership principle or tenet Describe why principle/tenet is essential to leading others through

a personal leadership example(s)/experience20

Illustrate how course theory or concept supports effectiveness of principle/tenet in the context of leading others

30

Summarize mentor session and his/her feedback on tenet Describe how you will put your principle/tenet into operation as a

leader10

Principle/Tenet 1 Total: 60

Principle/Tenet 2 (approximately 2.5 to 3 pages) Clearly identify and define leadership principle or tenet Describe why principle/tenet is essential to leading others through



30


leader10

Principle/Tenet 2 Total: 60Principle/Tenet 3 (approximately 2.5 to 3 pages)

Clearly identify and define leadership principle or tenet Describe why principle/tenet is essential to leading others through



30


leader10

Principle/Tenet 3 Total: 60Conclusion (approximately .25 to .5 pages)

Stresses the importance of the thesis statement and provides a sense of completeness to the paper. Captures the “So What?” of the paper.

10

Grammar and Coherence (You can only lose points here) Essay flows well: Free of Spelling/Grammar Errors Exceeds prescribed page limit (10 pages)/Fails to follow

instructions (margins etc.) Mentor Discussion Documented

TOTAL 200

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NEW KNOWLEDGE

REFLECTION

EXPERIENCETeamsSquad LeaderCBT, CFT, CTLT, DCLTLeading other peopleServing under others Peer leadershipIndividual challenges

TimeMentorsLeader Development PortfolioSelf Awareness (personality, gaps)Ownership of your developmentMentoring/Counseling/FeedbackAfter Action ReviewsJournaling

Better,Self-Aware

Leaders

Reading about leadershipObserving other leadersStudying leadership theory


ANNEX E

The Leader Growth Model


ANNEX F

Model of Resiliency

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ANNEX G

The Full Range of Leadership Model


ANNEX H

The Transformational Leadership Model

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Conditions:Crisis, change, instability, mediocrity, disenchantment, opportunity

TFL Components:- Idealized Influence- Inspirational Motivation- Intellectual Stimulation- Individualized Consideration

Leader Behaviors: Develop & communication a vision Use unconventional strategies Communication high expectations & confidence in followers Show individualized concern Demonstrate self-sacrifice Use emotional appeals Use appropriate impression management strategies

Process:Personal Identification Social Identification Internalization Self-Efficacy

The Outcomes:Transformed Individuals &

Organizations


ANNEX I

Equity Theory


ANNEX J

Expectancy Theory


ANNEX K

An Open Systems Model of Teams (OSMT)

Figure 7.5 , Chap 7 p. 158, Schermerhorn et al

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