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  • 1. 1 Syllabus for Inspiring Leadership Through Emotional Intelligence lead–ei–001/ (Readings are coded: P = practitioner oriented and A = academic oriented) WEEK 1 CLASS 1: Resonant Leadership and the Neuroscience Behind It Module 1.1: What Is Great Leadership? READINGS Required: Goleman, D., Boyatzis, R., & McKee, A. (2001). “Primal leadership: The hidden driver of leadership. Harvard Business Review, December. http://hbr.org/2001/12/primal-leadership-the-hidden-driver-of-great-performance/ar/1 Recommended: P: Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: Realizing the Power of Emotional Intelligence. Boston: Harvard Business School Press. Appearing in 28 languages (under slightly different titles in Chinese (Taiwan), Chinese (Simple-PRC), Danish, Dutch, English (UK), Estonian, French, German, Greek, Hebrew, Hungarian, Indonesian, Italian, Japanese, Korean, Lithuanian, Norwegian, Portuguese (Brazilian), Portuguese (Portugal), Polish, Romanian, Russian, Serbian, Slovenian, Spanish, Thai, and Turkish). Available for Kindle download from Amazon.com P: McKee, A., Boyatzis, R.E. & Johnston, F. (2008). Becoming a Resonant Leader: Develop Your Emotional Intelligence, Renew Your Relationships, Sustain Your Effectiveness, Boston: Harvard Business School Press. Appearing in 7 languages (Chinese Simplified, Italian, Russian, Spanish, Thai, French). Available for Kindle download from Amazon.com YOUTUBE VIDEO • Annie McKee: http://www.youtube.com/watch?v=XNKJD5cuig4 ASSIGNMENT • Discussion Forum: Have many leaders brought out the best in you or not? What did they typically say or do? How did they make you and others feel? • Personal Learning Assignment (in video exercise; for details of the assignment see the Personal Learning Assignment tab): Think of a leader you have worked with, or for, who brought out the best in you – and a leader with whom you worked that you try to avoid. When you remember the last few times you were around them, what did they typically say or do, and how did this make you feel?
  • 2. 2 Module 1.2: Resonant Leaders Create Experiences with the People Around Them of Hope, Compassion, Mindfulness, and Playfulness READINGS Required: P: Smith, M., Boyatzis, R.E. & Van Oosten, E. (2012). Coach with Compassion. Leadership Excellence, 29:3, 10. P: Boyatzis, R.E. & Yeganeh, B. (2012). Mindfulness. Leadership Excellence, 29:3, 4. Recommended: A: Luthans, F., Hodgetts, R.M., and Rosenkrantz, S.A. (1988), Real Managers, Ballinger Press, Cambridge, MA. A: Bass, B.M. (1998). Transformational Leadership. Mahwah, NJ; Lawrence Erlbaum. A: Hollander, E.P. (2008) Inclusive Leadership: The essential leader-follower relationship; NY: Taylor & Francis Group A: Dutton, J. E. (2003). Energize your workplace: How to create and sustain high quality connections at work. San Francisco: Jossey-Bass. A: Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. Leadership Quarterly, 6, 219-247. Additional Note: When we use the term compassion, we go beyond the typical Western interpretation to one coming from Confucian philosophy. Compassion is the experience of benevolence, of being open to others. It is caring for others who might be in pain (more hedonic) or those in joy (more eudemonic) or those in search of growth (eudemonic). For more detail and explanation of this, see the Boyatzis, Smith and Beveridge (in press) article listed in the Recommended readings for Module 5.2. ASSIGNMENTS • Discussion Forum: How did the leaders who brought out the best in you make you feel about what you were doing and why you were doing it? • Personal Learning Assignment (personal notes or journal reflection only): (1) Remember being around a leader who brought out the best in you, how did you feel about what you were doing and why you were doing it? (2) The litmus test of being an effective leader: When people leave your office, do they feel inspired, lifted, excited? (3) Homework: Over the next two weeks, in every meeting/group in which you are present, take a few notes about the leader’s behavior. Then compare those in which you felt excited or inspired to those in which you felt deflated or bored. Module 1.3: The Neuroscience of Leadership READINGS
  • 3. 3 Required: P: Boyatzis, R.E. (2012). Neuroscience research shows how resonant relationships are key to inspirational leadership. Ivey Business Journal, on-line January/February, 2012 http://www.iveybusinessjournal.com/topics/leadership/neuroscience-and-the-linkbetween-inspirational-leadership-and-resonant-relationships-2#.UTYmgvJDBCN Recommended: A: Boyatzis, R.E., Passarelli, A.P., Koenig, K., Lowe, M., Mathew, B., Stoller, J. & Phillips, M. (2012). Examination of the Neural Substrates Activated in Experiences with Resonant & Dissonant Leaders. Leadership Quarterly. 23:2, 259-272. A: Jack, A.I., Dawson, A.J., Begany, K.L., Leckie, R.L., Barry, K.P., Ciccia, A.H., & Snyder, A.Z. (2012). fMRI reveals reciprocal inhibition between social and physical cognitive domains. Neuroimage, 66C, 385-401. A: Decety, J., & Michalska, K.J. (201o). Neurodevelopmental changes in the circuits underlying empathy and sympathy from childhood to adulthood. Developmental Science, 13(6). 886-899. A: Waldman, D. A., Balthazard, P. A., Peterson, S. J., Galvin, B.M. & Thatcher, R.W. (in press). Linking neuroscience, socialized vision, and charismatic leadership. Strategic Management Journal. ASSIGNMENTS • Discussion Forum: How did the leaders who brought out the best in you make you feel about what you were doing and why you were doing it? What about your observations of others? • Personal Learning Assignment (for details of the assignment see the Personal Learning Assignment tab): Observe leaders in meetings, classes, and other settings over the next week or two. Are they inspirational? Did they inspire hope, compassion, mindfulness or playfulness? If they did, how did they do it? CLASS 2: Renewal As an Antidote to Chronic Stress Module 2.1: Emotions Are Contagious READINGS Required: P: Boyatzis, R.E. & Smith, M. (2012). Positive renewal. Leadership Excellence, 29:3, 6. Recommended: A: Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1994). Emotional contagion (studies in emotion and social interaction). New York: Cambridge University Press. A: Fowler, J. H., & Christakis, N. A. (2008). Dynamic spread of happiness in a large social network: Longitudinal analysis over 20 years in the Framingham Heart Study. British Medical Journal, 337(dec04 2), a2338.
  • 4. 4 ASSIGNMENT • Discussion Forum: When have you experienced emotional contagion that was positive? When have you experienced emotional contagion that was negative? Do you think social media can spread emotional contagion even though people are not seeing each other? Module 2.2: Stress and Renewal READINGS Required: A: Boyatzis, R.E., Smith, M. and Blaize, N. (2006). Sustaining leadership effectiveness through coaching and compassion: It’s not what you think. Academy of Management Journal on Learning and Education. 5(1): 8-24. Recommended: A: Segerstrom, S.C., & Miller, G.E. (2004). Psychological stress and the human immune system: A meta-analytic study of 30 years of inquiry. Psychological Bulletin. 130(4): 601-630. A: Taylor, S.E., Klein, L.C., Lewis, B.P., Gruenewald, T.L., Gurung, R.A.R., and pdegraff, J.A. (2000). Biobehavioral responses to stress in females: Tend-andbefriend, not fight or flight. Psychological Review. 107(3), 411-421. P: Sapolsky, R. M. 2004. Why zebra’s don’t get ulcers (3rd ed.). New York: Harper Collins. A: Dickerson, S. S., & Kemeny, M. E. (2004). Acute stressors and cortisol responses: A theoretical integration and synthesis of laboratory research. Psychological Bulletin, 130, 355–391. YOUTUBE VIDEO • Robert Sapolsky on stress: http://www.youtube.com/watch?v=sPS7GnromGo ASSIGNMENT • Discussion Forum: What are the triggers that spark annoying stress for you? What happened yesterday or today that did? • Personal Learning Assignment (for details of the assignment see the Personal Learning Assignment tab): Stress and renewal reflection exercise. Think of someone who aggravates or frustrates you and reflect on a few of those moments. What feelings or sensations were you having? Remember moments with one of your children or a niece or nephew when they were 305 years old, or if you don’t have children, a moment with a puppy playing in the grass or a kitten rolling around. What feelings and sensations were you having? Compare and contrast these two experiences     Module 2.3: Strategies for Renewal and Building Resonant Relationships
  • 5. 5 READINGS Required: P: McKee, A., Johnson, F. & Massimililan (2006). Mindfulness, hope and compassion: A leader’s road map to renewal. Ivy Business Journal, May/June http://www.iveybusinessjournal.com/topics/leadership/mindfulness-hope-andcompassion-a-leader%E2%80%99s-road-map-to-renewal#.UTjH3jcfkzI Recommended: P: Boyatzis, R. & McKee, A. (2005). Resonant Leadership: Renewing Yourself and Connecting With Others Through Mindfulness, Hope, and Compassion. Boston: Harvard Business School Press. Appearing in 18 languages (Simple Chinese, Complex Chinese, French, Danish, Greek, Indonesian, Italian, Japanese, Lithuanian, Norwegian, Polish, Portuguese, Romanian, Russian, Spanish, Thai, and Ukranian). Available for Kindle download from Amazon.com ASSIGNMENTS • Discussion Forum: What kinds of activities or experiences are renewing for you? Remember, rest is needed, but not always renewing. • Personal Learning Assignment (personal notes or journal reflection only): Make a chart for each day of last week. On lines showing hour by hour, list moments in which you experienced annoying stress. List moments of renewal (i.e., moments of mindfulness, hope, compassion or playfulness) and what you did that was renewing (personal notes or journal reflection only, i.e., on how leaders who brought out the best in you made you feel.. WEEK 2 CLASS 3: Emotional Intelligence and Its Link to Leadership Module 3.1: EI, SI, and CI Competencies READINGS Required: A: Boyatzis, R.E. (2009). A behavioral approach to emotional Intelligence. Journal of Management Development. 28, 9, 749-770. http://www.emeraldinsight.com/rm/login.htm?username=Emerald110&password=Access 011&return=/10.1108/02621710910987647 Recommended: A: Boyatzis, R.E. (2006). Using tipping points of emotional intelligence and cognitive competencies to predict financial performance of leaders. Psicothema, 18: 124131. P: Goleman, D. & Boyatzis, R. (September, 2008). Social intelligence and the biology of leadership. Harvard Business Review. 86:9, pp. 74-81.
  • 6. 6 A: Bar-On, R. (1997), Bar-On Emotional Quotient Inventory: Technical manual, Multi-Health Systems, Toronto. A: Mayer, J.D., Salovey, P., and Caruso, D.R. (1999). “Emotional intelligence meets traditional standards for an intelligence”, Intelligence, Vol. 2, pp. 267-298. YOUTUBE VIDEOS • Dan Goleman: http://www.youtube.com/watch?v=NeJ3FF1yFyc Narayan Murthy interview (in particular, watch minutes 14:30-22:35):              http://www.youtube.com/watch?v=6zJNc5KvWg0 • ASSIGNMENTS • Discussion Forum: Which emotional and social competencies did Narayan Murthy exhibit in his interview? How do these compare with what you see demonstrated at work or school the most often? Which are common and which do you seldom see? • Personal Learning Assignment (for details of the assignment see the Personal Learning Assignment tab): Which competencies did you see Mr. Murthy demonstrate in these moments: Emotional Self-Awareness Emotional Self-Control Adaptability Achievement Orientation Positive Outlook Empathy Organizational Awareness Coach and Mentor Inspirational Leadership Influence Conflict Management Teamwork Systems Thinking Pattern Recognition Module 3.2: EI and SI in Various Fields of Work and They Can Be Developed READINGS Required: A: Summaries of Dissertation Research: Linda Pittenger, Joann Quinn Recommended: A: Boyatzis, R.E., Stubbs, E.C. and Taylor, S.N. (2002). Learning cognitive and emotional intelligence competencies through graduate management education. Academy of Management Journal on Learning and Education. 1(2). 150-162. P: Cherniss, C. and Adler, M. (2000), Promoting Emotional Intelligence in Organizations: Make Training in Emotional Intelligence Effective, American Society of Training and Development, Washington D.C. P: Ballou, R., Bowers, D., Boyatzis, R. & Kolb, D. (1999). Fellowship in lifelong learning: An executive development program for advanced professionals. Journal of Management Education, 23(4), 338-354.
  • 7. 7 ASSIGNMENTS • • Discussion Forum: What are the competencies that you have been able to use well, that are your strengths? Action Learning Assignment (for details of the assignment see the Action Learning Assignment tab): Interview 10-20 people in your life and work or school. Ask each one, “Tell me about a time in which I was at my best.” Let them tell you the story of that moment. Write notes about what they said. After you have collected 10-20, read them and look for patterns. Which of the emotional and social intelligence competencies appear in many of them so that you would consider them a strength? You will use the results of this action learning assignment for determining your Real Self as others experience you assigned in module 9.1 as well. CLASS 4: Inspiring and Motivating Sustained Development, Growth and Learning Module 4.1: Key People and Relationships Who Inspired You and Intentional Change Theory READINGS Required: A: Boyatzis, R.E. (2008). Leadership Development from a Complexity Perspective. Consulting Psychology Journal. 60(4). 298-313. P: Boyatzis, R.E., Smith, M. & Van Oosten, E. (2010). Coaching for Change: Coaching with Compassion versus Coaching for Compliance. People Matters, 68-71. Recommended: No recommended readings. ASSIGNMENTS • Discussion Forum: How did it feel remembering these moments with people who helped you the most? What did they say or do that was most helpful? How did they make you feel? • Personal Learning Assignment (for details of the assignment see the Personal Learning Assignment tab, “Who Helped Me the Most?”). Module 4.2: The Positive (PEA) and Negative Emotional Attractors (NEA) READINGS Required: A: Boyatzis (in press). When Pulling to the Negative Emotional Attractor is Too Much or Not Enough to Inspire and Sustain Outstanding Leadership. R. Burke, C. Cooper, and G. Woods (eds.), The Fulfilling Workplace: the Organization’s Role in Achieving Individual and Organizational Health, Gower Publishing, London. A: Summaries of Dissertation Research: Masud Khawaja
  • 8. 8 Recommended: A: Fredrickson, B., & Losada, M. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist. 60 (7), 678-686. A: Gagne, M. & Deci, E.L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26. 331-362 A: Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52:12, 1280-1300. YOUTUBE VIDEO • Barbara Fredrickson on Positivity: http://www.youtube.com/watch?v=hKggZhYwoys ASSIGNMENT • Discussion Forum: How do you and others respond when in the PEA? How is this different than when you are in the NEA? Is your performance better when in the PEA? Are you more open to others and new ideas in the PEA? WEEK 3 CLASS 5: Coaching with Compassion to Inspire Sustained Learning and Development Module 5.1: Doctor/Patient, Teacher/Student Studies and Neurological Evidence of Coaching to the PEA READINGS Required: P: Boyatzis, R.E. & Foley, E. (2012). Freedom Fighters: Coaching to the Positive in Extreme Negative Situations: Helping Defectors in Their New Home. Coaching at Work.7, (3), 26-29. Recommended: A: Jack, A., Boyatzis, R.E., Khawaja, M., Passarelli, A.M., & Leckie, R. (under review). Visioning in the brain: an fMRI Study of inspirational coaching and mentoring; an earlier version of this paper was Boyatzis, R.E., Jack, A., Cesaro, R., Khawaja, M. & Passarelli, A. (2010). Coaching with Compassion: An fMRI Study of Coaching to the Positive or Negative Emotional Attractor. Presented at the Academy of Management Annual Meeting, Montreal, August, won Best Paper Award. YOUTUBE VIDEO Richard Boyatzis on Coaching, from ICF Harvard: http://www.youtube.com/watch?v=Uc7n4m4kPvc
  • 9. 9 ASSIGNMENT • Discussion Forum: When someone is entering the PEA what are the signs you can see? What are the signs that a person is slipping back into the NEA? Module 5.2: Survive and Thrive – Balancing the PEA and NEA READINGS Required: No required readings—work on coaching assignment only. Recommended: A: Boyatzis, R.E., Smith, M. & Beveridge, A. (in press). Coaching with Compassion: Inspiring Health, Well-Being and Development in Organizations. Journal of Applied Behavioral Science. A: Baumeister, R. F., Bratslavsky, E., Finkenauer, C. & Vohs, K.D. (2001). Bad is stronger than good. Review of General Psychology, 5, 323-370. YOUTUBE VIDEO • Richard Boyatzis on Coaching, from ICF Harvard: http://www.youtube.com/watch?v=zLnmto-QF1U&feature=related ASSIGNMENTS • • Discussion Forum: What do you think is the best ratio of PEA to NEA for you right now? Why? When you engaged in the reflective exercise and thought about the list of things others have told you that you should do or how you should change, how did it feel? When you thought about the moments in which you were most proud of yourself, when you were at your best, how did it feel? Personal Learning Assignment (in video exercise; for details of the assignment see the Personal Learning Assignment tab): Part 1. Think of things your boss, spouse, or others have told you that you should do and how you should change. Think of those things that you do not necessarily think are important for you to change, especially ones that either of them have said repeatedly to you. Make a list of these behavior, attitudes, or perspectives you should change, from their perspective, to become more effective and a better person. Part 2. Think of times you were at your best, when you were excited and effective at home or work. Make a list of the behavior, attitudes, or perspectives you used in those events. Make a list of things people have said you should change to be better. How did it feel while you were making this list? How did it feel while you were remembering these moments? Module 5.3: Practicing Conversations That Inspire READINGS
  • 10. 10 Required: No required readings—work on coaching assignment only. Recommended: A: Boyatzis, R.E., (2005) “Core competencies in coaching others to overcome dysfunctional behavior,” to appear in Druskat, V., Mount, G., and Sala, F. (eds.) Emotional Intelligence and Work Performance. Erlbaum. 81-95. YOUTUBE VIDEOS • Richard Boyatzis on Coaching, from ICF Harvard: http://www.youtube.com/watch?v=_ReerNT2VMA&feature=related • For a humorous sense of what does NOT work: Bob Newhart, Stop It: http://www.youtube.com/watch?v=Ow0lr63y4Mw ASSIGNMENTS • Discussion Forum: Which questions seem to help bring someone into the PEA? How did you notice that? • Personal Learning Assignment (for details of the assignment see the Personal Learning Assignment tab): This will involve assessing two essays written by previous graduate students of mine as to how well they did the coaching with compassion activity and analysis. This assignment is previewed in Module 5.3 and will be explained again in detail in modules 6.1 and 6.2, with examples. • Action Learning Assignment (for details of the assignment see the Action Learning Assignment tab): Identify two people you know who are outstanding performers. Follow the instructions to have a coaching to the PEA session with each person. Then write a brief essay (2-3 pages) about each experience using concepts from the readings and class. DO NOT try this if you are having difficulty in your relationships with a person. DO NOT do this with someone in trouble. DO NOT do this with someone who you think you can fix. WEEK 4 CLASS 6: Peer Coaching: With a Little Help from My Friends Module 6.1: PEA Coaching – Instructions for Reviewing and Evaluating a Coaching with Compassion Essay Module 6.2: PEA Coaching – Reviewing and Evaluating Examples of Coaching with Compassion Essays READINGS Required: No required readings—work on coaching assignment only.
  • 11. 11 ASSIGNMENTS • Personal Learning Assignment (for details of the assignment see the Personal Learning Assignment tab): Use the two essays provided in this section, written by previous graduate students of mine, to assess how well they did the coaching with compassion activity and analysis. The method for assessing the essays is explained in the video lectures; for written directions go to the Personal Learning Assignment tab. • Action Learning Assignment (for details of the assignment see the Action Learning Assignment tab): Read the essays of 3 people assigned to you. Write a comment to the author of the essay on each of the sessions and each of the criteria of the analysis. The method for assessing the essays is explained in the video lectures; for written directions go to the Action Learning Assignment tab. • Summary At a Glance Review of Assessment Criteria Method to Comment and Evaluate the Essays for Both Tracks #1: Did the coach ask a question that is likely to arouse the PEA? #2: Did the coach mention the tipping points in the coachee’s mood during the conversation? #3: Did the coach evoke a clear image of the coachee’s Ideal Self or personal vision? #4: Did the coach identify specific people or key relationships in the coachee’s life and mention whether they are resonant or dissonant? Assessment Criteria Summary At a Glance Theme Symbol +1 0 -1_________________ Coaching with Compassion, to the PEA CWC Coach asked one of the four questions Coach asked about high points in the past or present Coach asked about work, how things are going, or how to get ahead _____________________________________________________________________________________________________________________ Tipping points PEA/NEA Coach described the coachee’s verbal or non-verbal indicators of PEA or NEA Coach never mentions the Coachee’s PEA or NEA the entire time Coach says coachee was in the PEA or NEA with no evidence _____________________________________________________________________________________________________________________ Elements of Ideal Self or Personal Vision IS Each time the Coach mentions an element of the Coachee’s Ideal Self Coachee said he/she had a dream but does not describe specifics Coachee says he or she does not believe in thinking about the future, lives only in the present _____________________________________________________________________________________________________________________ Relationships REL Each time the Coach mentions a specific relationship If the Coachee mentions no specific individuals
  • 12. 12 WEEK 5 CLASS 7: Inspiring Change through Hope and Vision – Discovery #1 in ICT Module 7.1: The Battle Between the Ideal Self and Ought Self READINGS Required: A: Boyatzis, R.E. & Akrivou, K. (2006). “The Ideal Self as a Driver of Change”. Journal of Management Development. 25(7): 624-642. http://www.emeraldinsight.com/rm/login.htm?username=Emerald110&password=Access 011&return=/10.1108/02621710610678454 A: Summaries of Dissertation Research: Kathleen Buse Recommended: A: Higgins, E.T. (1987). Self-discrepancy: A theory relating self and effect. Psychological Review, 94, 319-340. ASSIGNMENT • Discussion Forum: Do you have a personal vision? If you have a family, do you have a shared vision? Module 7.2: Components of the Ideal Self/Personal Vision READINGS Required: No required or recommended readings. YOU TUBE VIDEO • Benjamin Zander: The Art of Possibility: http://www.youtube.com/watch?v=ZS-YYhoyBMo ASSIGNMENTS • Discussion Forum: How did it feel when you were reflecting on the exercises in the video? • Personal Learning Assignment (for details of the assignment see the Personal Learning Assignment tab): Write the beginning of your personal vision. Write the answers to the three questions posted in the lecture video (i.e., Module 7.2). Module 7.3: Developing Your Personal Vision, Including Life and Career Stages READINGS
  • 13. 13 Required: P: Boyatzis, R., McKee, A., and Goleman, D. (2002). Reawakening your passion for Work. Harvard Business Review. 80(4). 86-94. To get free access, you may have to register with HBR, but that is free. http://hbr.org/2002/04/reawakening-your-passion-for-work/ar/1?conversationId=2450406 Recommended: P: Sheehy, G. (1995). New passages: Mapping your life across time. New York: Ballantine. P: Schein, E.H. (1978). Career dynamics: Matching individual and organization needs. Reading, MA: Addison-Wesley. YOU TUBE VIDEO • Gail Sheehy: http://www.youtube.com/watch?v=Ry-qC4bN7fM ASSIGNMENTS • Discussion Forum: What are the number of years typically in your life cycle? Of your career cycle? • Personal Learning Assignment (for details of the assignment see the Personal Learning Assignment tab): Continuation of the Personal Learning Assignment from module 7.2. Write your personal vision. It should be about 3-4 pages and address your dreamed about future in 10-15 years, not a prediction. It should address your physical health, your spiritual health, your romantic and family health, your contributions to the community, and your work. CLASS 8: The Multilevel Nature of Sustained, Desired Change Module 8.1: Multilevel Change – Resonant Leadership and Social Identity Groups READINGS Required: P: Van Oosten, E. & Boyatzis, R.E. (2003). Building the emotionally intelligent Organization. The Ivey Business Journal. http://www.iveybusinessjournal.com/topics/leadership/building-the-emotionallyintelligent-organization#.UTZLCo5y5Wg Recommended: A: Hackman, R. (2003). Learning more by crossing levels: Evidence from airplanes, hospitals, and orchestras. Journal of Organizational Behavior. 24, 905-922. ASSIGNMENTS • Discussion Forum: Were you surprised or not as to how complex your life system is?
  • 14. 14 • Personal Learning Assignment (personal notes or journal reflection only): Using the reflective exercise from the video about the relationships in multiple levels of your life system, and without saying people’s names, are the key relationships in your life and work resonant or dissonant? Do they invoke the PEA or NEA? Module 8.2: Developing Shared Vision in Teams and Organizations READINGS Required: P: Boyatzis, R.E., Smith, M., Van Oosten, E. & Woolford, L. (in press). Developing Resonant Leaders through Emotional Intelligence, Vision and Coaching. Organizational Dynamics. Available for free at: http://dx.doi.org/10.1016/j.orgdyn.2012.12.003 P: Van Oosten, E. (2006). Intentional Change Theory at the Organizational Level: A Case Study. Journal of Management Development. 25(7), 707-717. http://www.emeraldinsight.com/rm/login.htm?username=Emerald110&password= Access011&return=/10.1108/02621710610678508 A: Summaries of Dissertation Research: John Neff, Kathy Overbeke, Byron Clayton Recommended: No recommended readings YOU TUBE VIDEOS • Mrs. Zkihali and the Nkomo Primary School: http://www.youtube.com/watch?v=P5EStjAYvTA http://www.youtube.com/watch?v=tD7dRmj-7B8 ASSIGNMENT • Discussion Forum: Think of one or two of the teams or groups in which you are a member. Does the team have a shared vision? What is it? Module 8.3: Recent Research on the Impact of Shared Vision READINGS Required: A: Summaries of Dissertation Research: Ed Mahon, Joe Thornton P: Boyatzis, R.E. (2010). Coaching teams to use emotional, social and cognitive intelligence for sustainable, desired change. In Manfred Kets De Vries and Laura Guillen (eds.). Beyond Coaching; Creating Better Leaders, Teams, and Organizations. 168-180. Recommended: P: Boyatzis, R.E. & Soler, C. (2012). Vision, leadership, and emotional intelligence transforming family business. Journal of Family Business Management.
  • 15. 15 http://www.emeraldinsight.com/rm/login.htm?username=Emerald110&password=Access 011&return=/10.1108/20436231211216394 ASSIGNMENTS Discussion Forum: What could you try in one of your teams or groups to begin a discussion of shared vision? • Action Learning Assignment (for details of the assignment see the Action Learning Assignment tab): Ask many of your subordinates or team mates two questions: o Think of a time when I was proud of this organization or team. o Think of a time when we were at our best. Then share the stories of these events. Patterns or themes emerging from the collective sharing of stories will often constitute the elements of the shared vision you want for your team or organization. Module 8.4: Team Change (Beatles versus Rolling Stones) and Developing Social Identity (Trekkers and Apple Users) YOU TUBE VIDEOS History of the Beatles: http://www.youtube.com/watch?v=FZSHsJjsh-Y • History of the Rolling Stones: http://www.youtube.com/watch?v=F5I9Z6iPTLo • Trekkers as a social identity group: Check DVD Trekkers or Trekkers 2 for international clubs ASSIGNMENTS • Discussion Forum: What are the social identity groups that help you move toward your personal vision? What are the social identity groups that might be holding you back? Does your work organization or school effectively build social identity groups? • Personal Learning Assignment (personal notes or journal reflection only): Returning to your reflections and charting of the relationships in the multiple levels of your own life system, add the social identity groups to which you belong or aspire. Does involvement with or thinking about these groups invoke the PEA or NEA for you? WEEK 6 CLASS 9: The Real Self and Learning Agenda – Discoveries #2, 3, 4 in ICT Module 9.1: The Real Self versus the Faux Self and Learning Agenda (not a Performance Improvement Plan) READINGS
  • 16. 16 Required: No required readings. Recommended: A: Boyatzis, R.E. & Howard, A. (in press). When goal setting helps and hinders sustained, desired change. In Susan David, David Clutterbuck & David Megginson (eds.). Goal Setting and Goal Management in Coaching and Mentoring. P: Ibarra, H. (2003). Working identity: Unconventional strategies for reinventing your Career. Boston: Harvard Business School Press. P: Goleman, D. (1985), Vital lies, simple truths: The psychology of self-deception. Simon and Schuster, NY. ASSIGNMENTS • • Discussion Forum: What do you experience as the threat to an accurate image of your Real Self? What blocks teams or organizations from seeing an accurate image of themselves? Can planning be joyful or is it always an obligation? Action Learning Assignment (for details of the assignment, see the Action Learning Assignment tab): If you did the “Me at My Best” interviews for Module 3.2, review them to develop an image of your Real Self. If you did not do this exercise earlier, do it now! Module 9.2: Experimentation and Practice READINGS Required: No required readings Recommended: A: Locke, E.A., and Latham, G.P. (1990). A theory of goal setting and task performance. Englewood Cliffs, N.J.: Prentice Hall. P: Jim Loehr and Tony Schwartz (2001). The making of a corporate athlete. Harvard Business Review. http://hbr.org/2001/01/the-making-of-a-corporate-athlete/ar/1 P: Kotter, J.P. (2009). A Sense of Urgency. Boston: Harvard Business School Press. YOU TUBE VIDEO • John Kotter on the heart of change: http://www.youtube.com/watch?v=1NKti9MyAAw ASSIGNMENTS • Discussion Forum: What settings are good for you to practice new behaviors, thoughts or feelings? How to others help or hinder your practice?
  • 17. 17 • Personal Learning Assignment (in video exercise; for details of the assignment see Personal Learning Assignment tab): Try one new thing next week. Pick one thing that you would like to try, either an action, a competency, or a new way of thinking about things, a new way of feeling, etc. Do not make it a major or big thing. Just try one small thing that is new or different but would bring you closer to your vision. Module 9.3: Review and Summary SUPPLEMENTAL READINGS Module 1.1: What Is Great Leadership? A: Yukl, G. (2012). Leadership in organizations (8th edition). NY: Prentice Hall. A: Bernerth, J. B., Armenakis, A. A., Field, H. S., Giles, W. F., & Walker, H. J. (2007). Leader-member social exchange (LMSX): Development and validation of a scale. Journal of Organizational Behavior, 28, 979-1003. A: Uhlbien, M. (2006). Relational leadership theory: Exploring the social processes of leadership and organizing. The Leadership Quarterly, 17(6), 654-676. Module 1.3: The Neuroscience of Leadership A: Cattaneo, L., & Rizzolatti, G. (2009). The mirror neuron system. Archives of Neurology, 66, 557-560. A: Iacoboni, M. (2009). Imitation, empathy, and mirror neurons. Annual Review of Psychology, 60, 653-670. A: Decety, J., & Batson, C. D. (2007). Social neuroscience approaches to interpersonal sensitivity. Social Neuroscience, 2, 151-157. A: Raichle, M. E., & Snyder, A. Z. (2007). A default mode of brain function: A brief history of an evolving idea. NeuroImage, 37, 1083-1090. Module 2.1: Emotions Are Contagious A: Fowler, J. H., & Christakis, N. A. (2010). Cooperative behavior cascades in human social networks. Proceedings of the National Academy of Sciences, 107(12), 5334 –5338. P: Wijewardena, N. (2011). How workplace events change employee emotions, behavior. Daily Mirror Online, retrieved from: http://www.dailymirror.lk/business/117-other/12018-how-workplace-events-changeemployee-emotions-behaviour-.html Module 3.1: EI, SI, and CI Competencies A: McClelland, D.C. (1973), “Testing for competence rather than intelligence”, American Psychologist, Vol. 28 No. 1, pp. 1-40. A: Matthews, G., Zeidner, M. and Roberts, R.D. (2002), Emotional intelligence. Science and myth, The MIT Press, Cambridge, Massachusetts.
  • 18. 18 Module 4.2: The Positive (PEA) and Negative Emotional Attractors (NEA) A: Prochaska, J.O., DiClemente, C.C., & Norcross, J.C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist. 47(9). pp. 1102-1114 Module 5.2: Survive and Thrive – Balancing the PEA and NEA A: Boyatzis, R.E. (2007). Mentoring for Intentional Behavior Change. In Belle Rose Ragins and Kathy E. Kram (eds.) The Handbook of Mentoring. Erlbaum Publishers. pp. 447-469. A: Goetz, J. L., Keltner, D., & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological Bulletin, 136, 351-374. Module 7.3: Developing Your Personal Vision, Including Life and Career Stages A: Erikson, E.H. (1985). The life cycle completed: A review. NY: W.W. Norton & Co A: Boyatzis, R.E. and Kolb, D.A. (1999). Performance, learning, and development as modes of growth and adaptation throughout our lives and careers. In M. Peiperl, M.B. Arthur, R. Coffee, and T. Morris (eds.), Career frontiers: New conceptions of working lives. London: Oxford University Press. p. 76-98. Module 9.2: Experimentation and Practice A: Leonard, D. C. (2008). The impact of learning goals on emotional, social, and Cognitive intelligence competency development. Journal of Management Development, 27(1), pp. 109-128. P: Kotter, J.P. (1996) Leading Change. Cambridge, MA: Harvard Business School Press P: Kotter, J.P. (2010). Buy In. Boston: Harvard Business School Press.