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JOHN CABOT UNIVERSITY

COURSE CODE: "BUS 342"
COURSE NAME: "Leadership, Mindfulness, and Emotional Intelligence"
SEMESTER & YEAR: Spring 2021
SYLLABUS

INSTRUCTOR: Gina Siddu Pilia
EMAIL: [email protected]
HOURS: MW 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS: I am always avaialable for my students

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: 

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

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.

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Primal LeadershipGoleman, Boyatzis, & McKeeHarvard Business Review Press9781422168035  
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
1 testConsisting of 2 questions on relevant topics discussed in class + self-reflection20%
Midterm ExamCase Study of Emotional Intelligence Applied to Leadership30%
Final Exam2,000 - word Essay on a selected topic + self-reflection and/or self-practice40%
ParticipationParticipants 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 ____________
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. 
The construct of Mindfulness: trait, state, and practice.
A Conceptual Model of Mindfulness
The Neuroscience of Mindfulness
Mindfulness of Breathing and Mindfulness of Thoughts

WEEK 2

 

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

WEEK 3

Emotional and Social Contagion and its relevance to Leadership
The biology of Stress and the Allostatic Load
Mindfulness of Positive Emotions
Video and discussion

WEEK 4

Mindfulness for Public Speaking
The fight and flight response
Video and discussion

TEST 1

WEEK 5

 

Positive Renewal. 
Stress and Renewal. Stress Management
Building resonant relationships. 
Mindfulness of Listening
Video and discussion


WEEK 6

The 4 dimensions of Emotional Intelligence
Coding: Emotional, Social, and Cognitive competencies

Case Studies of Emotional Intelligence Applied to Leadership

Discussion and self-reflection

WEEK 7

Case Studies (cont'd) and Review

MIDTERM EXAM

WEEK 8

 

Inspiring and Motivating Relationships
Introduction to Intentional Change Theory
Mindfulness practice
Video 
Positive and Negative Emotional Attractors

Positive Emotions in the Workplace and Positive Leadership

Broaden-and-Build Theory of Positive Emotions

WEEK 9

 

Coaching with Compassion

The Neuroscience of Coaching with Compassion at the PEA

Balancing Positive and Negative Emotions
Video and Discussion



WEEK 10

 

Practice Coaching with Compassion
Ideal Self and Ought Self
Video
Discussion
Mindfulness practices.

 

WEEK 11

Developing Personal Vision
Career and Life Stages
Work Engagement and Passion for Work
Video and discussion.
Mindfulness practices

WEEK 12

 

Resonant Leadership & Identity Group
Systems Theory of Organizations
Video and discussion
Mindfulness practices

WEEK 13

 

Developing Shared Vision in Teams and Organizations
Team Change
Developing Social Identity

 

WEEK 14

 

Success in personal and Professional Life

REVIEW FOR FINAL EXAM

 FINAL EXAM