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JOHN CABOT UNIVERSITY
COURSE CODE: "LDR 342"
COURSE NAME: "Leadership, Mindfulness, and Emotional Intelligence"
SEMESTER & YEAR:
Summer Session I 2024
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SYLLABUS
INSTRUCTOR:
Gina Siddu Pilia
EMAIL: [email protected]
HOURS:
MTWTH 3:40 PM 5:30 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
I am always avaialable for my students
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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 and coach 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. Boyatzis, & McKee, A. | Harvard Business Review | 1633692906 | | | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Test | Consisting of 4 questions on relevant topics presented and discussed in class. This assignment will take place in class. | 20% |
| Case Study (Midterm Exam) | Case Study of Emotional Intelligence Applied to Leadership. This is a group assignment that will take place in class. | 20% |
| Final Exam | Cumulative. It entails short and long questions. | 20% |
| Attendance & Active 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. | 20% |
| Action Learning Assignment | This assignment has two parts: 1) Conducting one coaching session and 2)Completing a two-page essay about the coaching experience. | 20% |
-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. You are allowed to 3 unexcused absences. After that, your final grade will be lowered by 3 points for any additional absence.
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A
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100 – 94
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A-
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93 - 90
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B+
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89 - 87
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B
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86 - 84
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B-
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83 - 80
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C+
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79 - 77
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C
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76 - 74
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C-
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73 - 70
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D+
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69 - 67
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D
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66 - 64
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D-
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63 - 60
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F
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59 - 0
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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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| WEEK 1
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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; How Mindfulness can help your business.
Video and self-reflection
Mindfulness of breathing
2. The dimensions of Effective Leadership: Hope, Compassion, and Mindfulness; Toxic Leadership; How Mindfulness Cultivate Compassion; Hope Theory.
Video and self-reflection
3. The Neuroanatomy of Leadership; Emotional Contagion; The Ripple effect of Emotional Contagion; Antagonistic Leadership Roles; The social brain and Emotional Contagion.
Video and self-reflection
Mindfulness of Emotions
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WEEK 2
TEST
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1. Emotions in the body; Social contagion; Bodily maps of emotions; Emotional and Social Contagion and its relevance to Leadership.
2. Stress & Fight or Flight response; Stressed or Stressed out?; The biology of stress and allostatic load.
3. Strategies of renewal and building resonant relationship.
4. Mindfulness of positive emotions; Mindfulness for Public Speaking.
TEST
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WEEK 3
CASE STUDY
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1. Emotional Intelligence, Social intelligence, and Cognitive competencies. Emotional intelligence and leadership effectiveness.
2. Case Study practice on EI applied to leadership.
3. Active Listening
Broaden and Build Theory of Positive Emotions.
Case Study
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WEEK 4
ACTION LEARNING ASSIGNMENT
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1. The positive and negative emotional attractors. Flourishing in organizations.
2. Bad is stronger than good.
3. Inspiring and motivating relationships.
4. Intentional Change Theory.
5. The Neuroscience of coaching with compassion
6. Languishing and flourishing in organizations.
7. Practicing Coaching with Compassion
8. Procrastination
Action Learning Assignment. Please note that within the first 24 hrs late submissions will be capped at 75%. After that, late submissions will not be accepted.
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WEEK 5
FINAL EXAM
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1. Ideal-self and ought-self; Developing your personal vision; personal vision and career stages.
2. Resonant leadership and identity groups. Multilevel resonant leadership and change.
3. Developing social identity; Shared vision
4. Personal and professional success.
Final Exam on Fri, June 23
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