|
|
JOHN CABOT UNIVERSITY
COURSE CODE: "BUS 342"
COURSE NAME: "Leadership, Mindfulness, and Emotional Intelligence"
SEMESTER & YEAR:
Summer Session II 2019
|
SYLLABUS
INSTRUCTOR:
Jeffrey Bourgeois
EMAIL: [email protected]
HOURS:
MTWTH 4:40-6:30 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
|
|
COURSE DESCRIPTION:
This course aims at studying in depth the model of Resonant Leadership and its positive effects on the increase of efficacy, creativity, motivation, conflict resolution, decision-making, and stress reduction within the workplace.
Using the latest studies in the fields of Psychology, Neuroscience, Behavior, and Organization participants will learn the theory, research and experience of employing Mindfulness and Emotional Intelligence within the work environment.
The course will be divided in two parts:
a) a theoretical part in which the participants will be introduced to the model of Resonant Leadership informed by Mindfulness, Emotional Intelligence, Neuroscience, and the most recent cognitive research; b) a practical-experiential part in which Mindfulness techniques and the development of Emotional and Social Intelligence will be learned in order to promote resonance in leadership.
|
SUMMARY OF COURSE CONTENT:
During this course, the following topics will be covered:
- Definitions of Leadership
- The Light and Shadow of Leadership
- The role of Resonant Leadership
- Renewal Strategies and construction of resonant relationships
- The Positive Renewal
- Mindfulness
- Emotional Intelligence and its application to Leadership
- Theory U Model of Leadership through Change
- Leadership as coaching
|
LEARNING OUTCOMES:
Upon completion of this course the participants will be able
to:
·
Understanding the theories of
neuroscience applied to Resonant Leadership.
·
Implementing strategies to reduce
chronic work-stress and build resonant relationships.
·
Identifying the connection between
Emotional Intelligence, Mindfulness, and Leadership.
·
Distinguishing positive and negative
emotional attractors.
·
Practicing positive emotional
attractor techniques to properly manage the resources.
·
Identifying the multi-level changes
of the resonant leadership.
·
Identify leadership challenges and
apply Theory U to affect meaningful change
·
Resolving conflicts by applying
Mindfulness and Emotional and Social Intelligence.
·
Intensifying leadership skills
through the application of the learned techniques and improve the outcomes.
|
TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| Emotional Intelligence | Goleman, David | Bantam | 978-0553840070 | | |
| Resonant Leadership | Richard Boyatzis, Annie McKee | Harvard Business Review Press | 978-0553840070 | | |
| Theory U: Leading from the Future as It Emerges | Scharmer, Otto and Kaufer, Katrin | Berrett-Koehler | 978-1-60509-926-2 | | |
|
REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
|
GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Two tests | Tests will be based on relevant topics discussed in class | 20 |
| Case Study/Coaching Circles | Students will be presented the opportunity to practice guiding the coaching process using the coaching circle technique. Student participation and demonstration of coaching techniques will be the foundation of assessment for this course assignment. | 10 |
| Case Study Exam | The case study test is a realistic simulation of the type of business or strategic problem you are likely to encounter in your leader role. The case study presents the student with a series of fictional documents such as company reports, a consultant’s report, results from new product research etc. You will then be asked to make decisions based on the information. | 10 |
| Midterm Exam | Cumulative exam | 20 |
| Final Exam | Cumulative Exam | 25 |
| Student Participation | Students are encouraged to come prepared to class and participate in all activities. Active participation is crucial, since the learning process requires considerable practice. | 15 |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
|
|
|
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
|
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
|
|
|
SCHEDULE
|
|
Week 1
|
Introduction to the course
Review of syllabus, assignments, and expectations
BART (Boundary, Authority, Role, Task)
Leadership: Definitions and Theories, Resonant Leadership
Student Presentations
|
Week 2
|
Mindfulness
Practices & Techniques
Renewal
Test 1 |
Week 3
|
Emotional Intelligence
The Domains and Competencies of EQ
Midterm Exam
|
Week 4
|
Theory U
Leading positive change using intention and Awareness
Test 2
|
Week 5
|
Coaching Circles
Looking to the Future
Final Exam
|
|
|
|