1. The document provides an overview of the syllabus for a course on inspiring leadership through emotional intelligence. 2. The course is divided into 4 classes over 2 weeks, with each class containing 3 modules. The modules include required and recommended readings, assignments like discussion forums and personal reflections. 3. The course covers topics like resonant leadership and its neuroscience basis, strategies for renewal and building relationships, emotional intelligence competencies, and inspiring sustained development through key relationships and intentional change theory.

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.