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JOHN CABOT UNIVERSITY
COURSE CODE: "BUS 342"
COURSE NAME: "Leadership, Mindfulness, and Emotional Intelligence"
SEMESTER & YEAR:
Spring 2020
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SYLLABUS
INSTRUCTOR:
Gina Siddu Pilia
EMAIL: [email protected]
HOURS:
MW 3:00-4:15 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
M/W 4:30-5:30pm FLRC, Tiber Campus, 1st floor
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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.
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SUMMARY OF COURSE CONTENT:
During this course the following topics will be covered:
The Neuroscience of Leadership
The concept of Resonance
The role of Resonant Leadership in Management and Organization
Sustainability of Leadership
Renewal strategies and construction of resonant relationships
The Positive Renewal
Mindfulness as an antidote to stress and a propeller of Emotional Intelligence
Emotional and Social Intelligence applied to Leadership
The theory of Intentional Change
Inspiring change through hope, vision, Mindfulness and compassion
Leadership as coaching
Recent research on Shared Vision
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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.
Resolving conflicts by applying Mindfulness and Emotional and Social Intelligence.
Intensifying leadership skills through the application of the learned techniques and improve the outcomes.
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TEXTBOOK:
Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
Primal Leadership: Unleashing the Power of Emotional Intelligence | D. Goleman, R. E. Boyatzis, A. McKee | Harvard Business Review Press | 978-1422168035 | | | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
Assignment | Guidelines | Weight |
1 test | Consisting of 4 questions on relevant topics discussed in class | 20% |
Midterm Exam | Cumulative: 2 questions and 2 coding exercises | 30% |
Final Exam | 2,000 - word Essay on a selected topic + self-reflection and/or self-practice | 40% |
Participation | Participants are encouraged to come prepared to class and participate in all activities. Active participation is crucial, since the learning process requires considerable practice. | 10% |
-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 ____________
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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.
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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.
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SCHEDULE
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Introduction to the course.
The construct of Mindfulness: trait, state, and practice.
A Conceptual Model of Mindfulness
The Neuroscience of Mindfulness
Mindfulness of Breathing and Mindfulness of Thoughts
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WEEK 2
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Primal and Resonant dimensions of Leadership
Resonant Leaders Vs. Dissonant Leaders
Resonant leaders and the type of experience they generate in others: Hope, Compassion, and Mindfulness
The Neuroanatomy of Leadership
Mindfulness of body sensations: body-scan.
Mindfulness of Emotions
Video and discussion
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Emotional and Social Contagion and its relevance in Leadership
The biology of Stress and the Allostatic Load
Mindfulness of Positive Emotions
Video and discussion
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WEEK 4
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Mindfulness for Public Speaking
The fight and flight response
Video and discussion
TEST 1
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Positive Renewal.
Stress and Renewal. Stress Management
Building resonant relationships.
Mindfulness of Listening
Video and discussion
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The 4 dimensions of Emotional Intelligence
Coding: Emotional, Social, and Cognitive competencies
Discussion and self-reflection
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WEEK 7
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Coding (cont'd) and Review
MIDTERM EXAM
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Inspiring and Motivating Relationships
Introduction to Intentional Change Theory
Mindfulness practice
Video
Positive and Negative Emotional Attractors
Coaching with Compassion
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WEEK 9
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The Neuroscience of Coaching with Compassion at the PEA
Balancing Positive and Negative Emotions
Video and Discussion
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Practice Coaching with Compassion
Ideal Self and Ought Self
Video
Discussion
Mindfulness practices.
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Developing Personal Vision
Career and Life Stages
Work Engagement and Passion for Work
Video and discussion.
Mindfulness practices
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WEEK 12
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Resonant Leadership & Identity Group
Systems Theory of organizations
Video and discussion
Mindfulness practices
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Developing Shared Vision in Teams and Organizations
Team Change
Developing Social Identity
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WEEK 14
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Success in personal and Professional Life
REVIEW FOR FINAL EXAM
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