BUSINESS STUDIES DEPARTMENT
ONLINE COURSE SYLLABUS
Instructor: Dr. Michelle Myers
SUBJ & NUM: Management 226
Office Location: Blocker 126 D
Course Title: Principles of Leadership
Office Hours (days/times): BY APPT ONLY
Term & Year: Summer I 2015
Phone or office appointments available
CRN & Credit Hours: 4437; 3 credits
Office Phone #: 717-780-2494
Secretary’s Phone: 717-221-1335
E-mail Address*: [email protected]
* Course-related e-mails will receive responses within two (2) business days during the course term.
Business days do NOT include Saturdays, Sundays, and holidays
** All e-mail and other correspondence received or sent through the Desire2Learn (D2L) learning
management system may be read by the faculty member's direct supervisor(s) during course
observations and assessments.
Catalog Description: Introduces the evolution of leadership theorists and theories including behavioral,
situational, and contingency schools of thought. Students discuss the various leadership styles and
attributes of effective and ineffective leaders. They are able to discover the relationship between effective
leadership and teamwork, organizational culture, diversity, ethics, interpersonal communications,
organizational performance and quality, technology, conflict resolution, and problem solving.
Prerequisite Course(s):
Other: Eligibility for enrollment into ENGL 003 as identified by the College Testing & Placement Program.
rd
Text(s) Required: Introduction to Leadership: Concepts and Practice; Peter Northouse, 3 Edition, Sage
Publications
Hardware/Software Required:
1) Must have reliable access to a computer in order to take this class. Windows XP or later,
Macintosh OS10.4 or later. Computer Pentium class processor (or better) with at least 64MB of
RAM (128 MB recommended), with Windows 98, 2nd Edition/2000/XP operating systems; CDROM drive; VGA compatible graphics, sound card and speakers.
-ORPower Macintosh G3 processor, at least 64MB of RAM (128 MB recommended), with OS 9.X or
10.1.X.
Modem with a minimum speed of 28.8 kbs (preferably faster), and a telephone
line (or cable modem).
2) Internet access through a commercial Internet Service Provider (ISP).
(Examples of ISPs are: Comcast, Verizon, NetZero, PAdotNet.)
Special Requirements: Course Specific Software is Microsoft Office
If you are having technical difficulty with the Desire2Learn (D2L) program, please call D2L's 24hour technical support at 1-877-325-7778 (toll free) or e-mail them at
[email protected]. You can also refer to the Student Tutorials found in the "My Home"
section of D2L.
2) Computer issues are NOT a valid excuse for late assignments or not turning in assignments
unless there is a documented, systemic issue with D2L. If you’re having trouble accessing the
Internet you can use any of the following:
a. HACC computer labs (available at all campuses)
b. HACC libraries (available at all campuses)
c. Local libraries
d. Starbucks, Panera Bread, McDonalds, Barnes and Noble, and other commercial entities
with WiFi access.
Course Goals/Objectives:
Upon successful completion of the course the student will be able to:
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Explain the differences between leadership and management
Describe how leadership affects organizational performance
Identify task and relationship behaviors including initiating structure and consideration
Describe the trait approach to leadership
Explain the impact of charismatic and transformational leadership on organizational
performance
Describe autocratic and participative leadership styles
Explain the link between business ethics and organizational performance
Describe the relationship between power and influence
Describe leader actions that foster teamwork
Discuss the various approaches to leadership: behavioral, situational, and contingency
Explain the impact of communication skills on effective leadership
Discuss the importance of leadership in conflict management
Explain how global leadership skills contribute to leadership effectiveness
Conduct a self-assessment of personal leadership knowledge and skills by completing a
personal leadership portfolio
Schedule of Learning Activities:
The Nature and Importance of Leadership
Traits, Motives, and Characteristics
Charismatic and Transformational Leadership
Leadership Behaviors, Attitudes, and Styles
Contingency and Situational Leadership
Leadership Ethics and Social Responsibility
Power, Politics, and Leadership
Influence Tactics of Leaders
Developing Teamwork
Motivation and Coaching Skills
Creativity, Innovation, and Leadership
Communication and Conflict Resolution Skills
Strategic Leadership and Knowledge Management
International and Culturally Diverse Aspects of Leadership
Leadership Development, Succession, and Followership
Grading System & Course Requirements (exams, papers, lab procedures, lab supplies, etc.):
The list of assignments and exams are below.
Course Requirements
Test # 1 (Ch. 1-3)
Test # 2 (Ch. 4-6)
Test # 3 (Ch. 7-9)
Final Test (Ch. 10-12)
Weekly Discussion Questions
(10 @ 10 points each)
Current Event Analysis Discussions
(4 @ 50 points each)
Leadership Self Reflective Assignments
(2 @ 100 points each)
Leadership Theory & Application Team Project
Total Points
Total Possible Points
75 Points
75 Points
75 Points
75 Points
100 Points
200 Points
200 Points
200 Points
1000 Points
NOTE: There is no classroom (actual “bricks and mortar”) requirement. There are four
tests and the rest of the course, including the Leadership Team Project, the Weekly
Discussions, the Current Event Analysis Discussion Assignments, and the Leadership Self
Reflective Assignments consists of experiential learning activities that are designed to achieve
the learning outcomes outlined in the course.
Total Score
900-1000 Points
800-899 Points
700-799 Points
600-699 Points
Under 600 Points
Grade
A
B
C
D
F
Method(s) of Instruction:
Online lecture/readings
Online Class Discussions
Experiential Learning Activities: Leadership theory & application team project, written assignments, and
discussions
Course Expectations:
What I Expect from you:
1) Log on to the course at least 2 to 3 times per week. Although there is a detailed course schedule,
changes may occur. The NEWS section on the Course Home page is the place to find course
announcements, updates, etc. Not logging on enough or in time to read the NEWS is not an excuse for
late work. Read Your Hawkmail.
2) Read the course syllabus. I suggest that you print it for easy access. Many times the questions I
receive are detailed in the course syllabus and I will direct you back to the syllabus if that's the case.
3) Communicate often. You must let me know in a timely fashion if there is an event in your life that
needs to be addressed. My contact information is on the syllabus and on the course home page.
4) Turn in college level work. This course is reading, writing, and research intensive. I expect well written
supported with quality research assignments. Documents that are written in text messaging language,
loaded with grammar and usage errors, missing properly documented research will be graded
accordingly.
What you can expect from me:
1) Constructive and timely feedback. I will answer e-mails and phone calls within two business days
(NOT including weekends and holidays). I will try to return weekly assignments within a week and major
assignments within two weeks.
2) Fair grading. The assignments are challenging, however, I will grade fairly and you will understand
why you received the grade you received. You will have access to the rubrics (grading charts) so you will
know exactly what is expected of you.
3) Frequent communication. I will use the NEWS section to keep you posted in course changes, updates,
HACC news, etc.
General Information (PLEASE READ CAREFULLY):
All assignments can be found in the WEEKLY ASSIGNMENTS or the COURSE CALENDAR
sections of the course home page. All of the readings, lecture materials (notes, podcasts, Power
Points), assignments, discussion questions, and projects (if applicable) that you will need to complete
the week's assignments will be provided. All written assignments, discussion questions, exams, and
projects are due Sunday at 11:30 PM (unless otherwise noted) of the week that the
assignment/paper is due. Please refer to the course syllabus for specific dates.
Assignments & Course Schedule:
Subject to change
Week
Assignment
Week 1
Read:
Chapters 1 & 2
May 26-31
Due
Date/Time
May 31
Intro Discussion:
Introduction with One Word
Comments
Possible points
this week:
11:30 PM
10 points
Assignment:
Leadership Team Project
Sign Up
Weekly Discussion # 1
Week 2
Read:
Chapter 3
Jun 1-7
Jun 7
Assignments:
Possible Points
This Week:
11:30 PM
Weekly Discussion # 2
60 Points
Current Event Analysis &
Discussion # 1
Week 3
Read:
Chapter 4
Jun 8-14
Possible Points
This Week:
Jun 14
Assignments:
85 Points
11:30 PM
Weekly Discussion # 3
Test # 1 (Ch. 1-3)
Week 4
Read:
Chapter 5
Jun 21
Possible Points
This Week:
Assignments:
11:30 PM
60 Points
Jun 28
Possible Points
This Week:
Jun 15-21
Weekly Discussion # 4
Current Event Analysis &
Discussion # 2
Week 5
Team Project Proposal & Work
Plan
(included in final project grade)
Read:
Chapter 6
Jun 22-28
Assignments:
110 Points
11:30 PM
Weekly Discussion # 5
Leadership
Self-Reflective # 1
Week 6
Read:
Chapter 7
Jun 29 – Jul 5
Jul 5
July 4 –
Holiday
College Closed
Assignments:
Weekly Discussion # 6
11:30 PM
Possible Points
This Week:
Test # 2 (Ch. 4-6)
85 Points
Week 7
Read:
Chapter 8
Jul 12
Jul 6-12
Assignments:
Weekly Discussion # 7
Week 8
11:30 PM
60 Points
Current Event Analysis &
Discussion # 3
Read:
Chapter 9
Jul 13-19
Possible Points
This Week:
Possible Points
This Week:
Jul 19
Assignments:
Weekly Discussion # 8
60 Points
11:30 PM
Current Event Analysis # 4
Leadership Theory & Problem
Solving
Group Project Update
(included in final project grade)
Week 9
Read:
Chapter 10
Jul 20-26
Assignments:
Possible Points
This Week:
Jul 26
85 Points
11:30 PM
Weekly Discussion # 9
Week 10
Test # 3 (Ch. 7-9)
Read:
Chapter 11
Jul 27 – Aug 2
Possible Points
This Week:
Aug 2
Assignments:
200 Points
11:30 PM
Leadership Theory &
Application Team Project
Week 11
Read:
Chapter 12
Aug 3-9
Possible Points
This Week:
Aug 9
Assignments:
110 points
11:30 PM
Weekly Discussion # 10
Week 12
Aug 10-13
Leadership
Self-Reflective # 2
Assignment:
Aug 13
Possible Points
This Week:
11:30 PM
75 points
Final Test # 4 (Ch. 10-12)
Please note that the final test is
due on Thursday,
Aug 13
Total Points
1000 Points
Late Assignments:
NO late work accepted.
IF there is an unforeseen and extenuating circumstance, it is the student’s responsibility to contact
the instructor BEFORE the assignment is due to discuss options.
Unacceptable reasons for not turning in assignments or turning them in late:
•
•
•
•
•
•
I forgot there was an assignment due.
I got your due date and time mixed up with my other classes.
I didn’t have access to a computer.
I don’t read my Hawkmail.
I haven’t logged in this week.
I have other assignments due this week.
Delayed Opening Policy: Not applicable
Course Refund Policy:
The refund amount that you are eligible for is determined by and in direct accordance with the regulations
set forth by the Pennsylvania State Board of Education. Additionally, the refund amount is based upon the
total cost of the course and the premise that you owe the balance in full, e.g., one-hundred percent refund
or fifty percent refund of the total cost of the course.
Attendance and Withdrawal Policy:
Students are expected to log in regularly (at least 3 times per week) to this course in Desire2Learn
(D2L), to participate fully in all required scheduled and unscheduled activities (read
announcements), and do all class-related work and assignments. Regular weekly log-ins are vital
to keep up with course assignments and announcements.
(The determination of the attendance policy for each course is the prerogative of the instructor, as stated
in the instructor’s course syllabus, subject to the approval of the Department Administrator, which will be
distributed to students during the FIRST day of classes.)
Circumstances may cause a student to be absent from a class on occasion, for example;
illness, accident, etc. The definitions of absence from the College attendance policy are as follows:
Excused Absence – An absence that occurred for reasons that were: a) beyond the student’s control to
prevent, and b) significant enough to prohibit attendance in class. Additionally, for the absence to be
excused, the student must also have contacted the instructor prior to or on the day of the absence. It’s
important to note that, depending on the number or pattern of prior absences, an absence explained as
simply “personal” and “family emergency” may not be considered as excused unless sufficient detail is
provided to the instructor.
Unexcused absence – An absence that occurred for reasons that were: a) within the student’s control to
prevent, and b) not significant enough to prohibit attendance in class, even if uncontrollable. Additionally,
an absence may be considered unexcused if the student does not contact the instructor about the
absence within a reasonable period of time.
Students shall not be penalized for absence, except as indicated below:
1. Students are subject to policies and procedures approved in Administrative Procedure
661. Instructors requiring physical presence and participation may reduce course grades
after the student has unexcused absence of 10% of the total class hours (four (4) unexcused
class hours for a three-credit course).
2. The student is responsible for ALL class work and assignments. Instructors will provide
students who have an excused absence the opportunity to make up missed reports and
exams, and if feasible, participation, if an absence has been excused. It is the student’s
responsibility to contact the instructor regarding missed work and assignments. Instructors
may require a student to furnish documentation substantiating that an absence should be
considered “excused” if the absences become excessive or occur at questionable times (for
example: on the day of an exam).
3. The student is responsible for attendance on the day of examinations, unless otherwise
excused.
4. Instructors have the right to recommend to the Division Administrator that a student be
dropped for an excessive excused or unexcused absence that precludes the possibility of
passing the class whereupon the student will be given a grade of “F” or “W”. Excessive
absence is more than 15% of the class term, as measured by presence and participation in
the course.
The College is required by law to make attendance reports to the relevant agencies of students who are
funded by Veteran’s Benefits, Social Security payments, and various other Federal, State, or private
scholarship programs. Students in programs that are accredited/approved by external agencies must
observe these special attendance policies delineated by the external agencies and contained in the
course syllabus.
Students who receive all “F” grades or a combination of all “F” and “W” grades for a term will have their
eligibility recalculated at the end of the term. When this occurs, students may owe money on their account
even if the term is over. Refer to AP 513, Financial Aid Satisfactory Academic Progress (FASAP) and
Appeals Policy, for more details. Faculty will maintain accurate attendance records that indicate the last
date attended for students receiving “W” or ”F” grades who did not complete the course.
Make-Up Policy: At the discretion of the instructor.
Academic Dishonesty Policy:
The policy is defined in Administrative Procedure 594. A partial description of this procedure is given
below:
“Academic dishonesty is defined as an intentional act of deception in which a student seeks to claim
credit for the work or effort of another person, or uses unauthorized material or fabricated information in
any academic work.” It includes, but not limited to:
A. Cheating – giving or receiving answers on assigned material, using materials or aids forbidden by
the instructor…unauthorized possession of examinations….
B. Plagiarism – offering someone else’s work, words, or ideas as one’s own or using material from
another source without acknowledgement.
C. Interference – interfering without permission with the work of another student, either by obtaining,
changing, or destroying the work of another student.
D. Buying or selling of term papers, homework, examinations, laboratory assignments, computer
programs, etc.
E. Falsifying of one’s own or another’s records.
F. Knowingly assisting someone who engages in A-E above.
Penalties for students found to have committed academic dishonesty include, but may not be limited to
the following:
A.
B.
C.
D.
E.
Lowering of a grade or failure for a particular assignment.
Lowering of a grade, failure, or dismissal from the course.
Disciplinary probation may include a limitation of credits, mandatory, repeat of a course, etc.
Suspension from the curriculum.
Suspension from the College.
STUDENTS IN NEED OF ACCOMMODATIONS:
Students with disabilities who are in need of accommodations should contact the campus disability
coordinator listed below. Coordinators for each campus are listed here:
http://www.hacc.edu/StudentServices/DisabilityServices/Contact-Us.cfm
EEOC POLICY 005:
It is the policy of Harrisburg Area Community College, in full accordance with the law, not to discriminate
in employment, student admissions, and student services on the basis of race, color, religion, age,
political affiliation or belief, gender, national origin, ancestry, disability, place of birth, General Education
Development Certification (GED), marital status, sexual orientation, gender identity or expression, veteran
status, genetic history/information, or any legally protected classification. HACC recognizes its
responsibility to promote the principles of equal opportunity for employment, student admissions, and
student services taking active steps to recruit minorities and women.
The Pennsylvania Human Relations Act (“PHRAct’) prohibits discrimination against prospective and
current students because of race, color, sex, religious creed, ancestry, national origin, handicap or
disability, record of a handicap or disability, perceived handicap or disability, relationship or association
with an individual with a handicap or disability, use of a guide or support animal, and/or handling or
training of support or guide animals.
The Pennsylvania Fair Educational Opportunities Act (“PFEOAct”) prohibits discrimination against
prospective and current students because of race, religion, color, ancestry, national origin, sex, handicap
or disability, record of a handicap or disability, perceived handicap or disability, and a relationship or
association with an individual with a handicap or disability.
Information about these laws may be obtained by visiting the Pennsylvania Human Relations Commission
website at www.phrc.state.pa.us.
HACC—Virtual Learning
Deborah Bybee
Coordinator, Disability Services
104F
735 Cumberland Street
Lebanon, PA 17042
Phone: 717-270-6333
Email: [email protected]
Weekly Discussion Questions (10 points each):
1. These questions will simulate actual discussion in the classroom. All students are required to post an
original answer to the weekly Discussion Question(s) by the due date and time (see syllabus).
2. The answers should be thorough, organized, complete, and relevant. The discussion answers should
be supported with research, links to readings, detailed examples, etc.
3. It would benefit the students to post an answer to the discussion questions early in the week so your
classmates and the professor can reply to you and you can earn more points.
4. The professor will not be able to reply to all of the discussion postings; however, you are more likely to
receive a reply from the professor if you post your answer early in the week.
5. All students are required to post meaningful and thoughtful answers to at least two of their
classmates’. Points will be deducted if the answer is just an agreement or not relevant to the discussion.
Criteria
Exceeds
Expectations
Meets
Expectations
Average
Critical
Thinking
Rich in thought,
insight, and
analysis;
includes outside
research,
experiences, and
examples; offers
new ideas
Generally
competent;
information is
thin &
commonplace;
Rudimentary;
no insight &
analysis is
displayed
Did not post
original
answer or
replies
Connections
Clear
connections to
previous/current
readings and/or
real life
experiences
All required
postings; early in
the discussion;
throughout the
discussion (by
Wednesday)
Substantial
information;
thought, insight,
and analysis is
evident; but does
not include
outside research
and does not
offer new ideas.
New ideas &
connections;
lacks some
depth and/or
detail
Limited, if any
connections;
vague
generalities
No connections
are made; off
topic
Did not post
original
answer or
replies
All required
postings, some
not in time (by
Friday) for
readers to
respond
All required
postings; most
at the last
minute not
allowing
response time
(by Sunday)
At least one
required
posting
is missing
Did not post
replies to
classmates
Timeliness
Below
Average
Failure
Current Event Analysis and Discussions (50 points each):
1. RESEARCH: This discussion is based on your research and ability to convey a critical analysis of
your research to your classmates and the professor. You will research and find a current event (less
than 6 months old) article that is about one of the leadership topics in the Northouse textbook. Articles
should come from appropriate sources such as newspapers, contemporary magazines such as Time, The
Economist, The Wall Street Journal, Business Week, The New York Times, The Washington Post, etc.,
leadership journals, and credible web sites (.edu, .gov, etc.). If you’re not sure whether a web site is
credible, please ask. For example, Wikipedia, BusinessBalls, Slide Share, sites without an author, etc.
are NOT credible web sites.
2. UPLOAD: Upload the article as an attachment (.doc, .docx, or PDF) or provide the link to the web site
on the appropriate discussion board so your classmates may also read the article or visit the web site.
3. ANALYZE: Post an analysis of the current event (not just a synopsis or summary). Why is this article
relevant to the course? What insight does it give you and the class regarding the topic? How can it be
applied to leadership theory and application? How does it link to the readings in the textbook? Any other
research you may come across? Cite your article using MLA format.
4. REPLY: Post meaningful and thoughtful replies to at least two of your classmates’ articles. You may
want to add your own research to either agree or rebut their points of view.
Criteria
Exceeds
Expectations
Meets
Expectations
Average
Critical
Thinking
Rich in thought,
insight, and
analysis;
includes outside
research,
experiences,
and examples;
offers new
ideas
Generally
competent;
information is
thin &
commonplace;
Rudimentary;
no insight &
analysis is
displayed
Did not post
original
answer or
replies
Connections
Clear
connections to
previous/current
readings and/or
real life
experiences
All required
postings; early
in the
discussion;
throughout the
discussion (by
Wednesday)
Article(s) and
research is from
a credible
source and is
properly
documented
Substantial
information;
thought,
insight, and
analysis is
evident; but
does not
include outside
research and
does not offer
new ideas.
New ideas &
connections;
lacks depth
and/or detail
Limited, if any
connections;
vague
generalities
No
connections
are made; off
topic
Did not post
original
answer or
replies
All required
postings,
some not in
time (by
Friday) for
readers to
respond
Article(s) and
research is
from a credible
source; some
minor
mistakes in
documentation
All required
postings; most
at the last
minute not
allowing
response time
(by Sunday)
Article(s) and
research are
from
questionable
sources &
some mistakes
in
documentation
At least one
required
posting is
missing
Did not post
replies to
classmates
No article
posted
Did not post
original
answer or
replies;
plagiarized
Timeliness
Research
Below
Average
Failure
Description of Leadership Self Reflective Assignments
(100 points each):
The Leadership Self Reflective Assignment is an assignment that is designed to apply your personal
leadership skills to real life situations and help you develop a personal leadership philosophy and
development profile that can guide you through your life, both personally and professionally.
1. The self-reflective assignments will allow you to apply theory and concepts to your own lives;
however, the assignments require outside research beyond your textbook to support your theory
application. The details of the assignment can be found in the appropriate Dropbox.
2. You MUST cite your resources using MLA documentation style.
3. All written assignments are to be submitted by attaching a Microsoft Word document in the
Assignment Dropbox in Desire2Learn (D2L).
4. All answers should be organized and thorough with detailed examples.
5. Times New Roman or Ariel font, 12-point font, double-spaced; 2-4 pages
6. Title Page (not included in page count)
7. Works Cited page (not included in page count).
Criteria
Quality of
Information
Exceeds
Expectations
Clearly
responds to
assignment.
Main idea is
very clearly
stated & topic is
effective. The
topic is
supported in
body of paper by
a variety of
relevant facts,
examples, &
illustrations from
experience,
references to
Meets
Expectations
Average
Below
Average
Failure
Response to
assignment
generally
adequate &
thorough. The
topic is
supported in
the paper by
facts,
examples,
illustrations
though
support is not
an “A”
assignment
Minimally
responds to the
assignment. Main
idea & topic is
partly clear. The
topic is generally
supported in
paper by facts,
examples, and
details.
Does not
respond well
to assignment.
Main idea
unclear &
topic only
partially clear.
The topic is
supported in
body of paper
by few facts,
examples, and
details.
Did not
turn in
paper,
paper was
late, or
paper was
plagiarized.
related readings,
etc.
Organization
Organization &
structure very
evident: major
points divided
into paragraphs.
Each paragraph
relates to the
topic.
Organization
& structure
clear. Most
major points
are separated
into
paragraphs.
No major
digressions.
Organization &
structure mostly
clear. Many
major points are
separated into
paragraphs.
There may be a
few minor
digressions but
no major ones.
The
organization &
structure must
be inferred by
the reader.
Only some
major points
are set off by
paragraphs.
There are
some logically
connected
points. There
may be some
major
digressions.
Did not
turn in
paper,
paper was
late, or
paper was
plagiarized.
Mechanics
(Grammar,
Spelling,
Usage)
Few, if any,
minor errors in
sentence
construction,
usage,
grammar, or
mechanics.
There may be
a few minor or
major errors
in sentence
construction,
usage,
grammar, or
mechanics.
There are some
common errors
(major and
minor) in
sentence
construction and
mechanics;
interfere with
comprehension
There are
numerous
minor errors
and some
major errors.
Sentence
construction is
below mastery
and may
display a
pattern of
errors in
usage and
mechanics.
Did not
turn in
paper,
paper was
late, or
paper was
plagiarized.
MLA
Documentation
Source material
is incorporated
logically &
insightfully.
Sources are
documented
accurately using
MLA format.
Source
material
incorporated
logically.
Sources
documented
somewhat
accurately
using MLA
format.
Source material
incorporated
adequately &
usually
documented
accurately using
MLA format.
Source
material
incorporated
but sometimes
inappropriately
or unclearly.
MLA
documentation
is accurate
only
occasionally.
Did not
turn in
paper,
paper was
late, or
paper was
plagiarized.
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Description of the Leadership Theory & Application Team Project
The leadership theory and application team project is a distinctive case study project linked to specific
leadership theory.
Each team will choose one of the following case studies (see list below) by posting their selection on the
appropriate group assignment link.
The teams will conduct research on the case, the leadership theory, and other pertinent details and will
write and submit a critical analysis of the case. Please make sure the paper covers the case topic.
Research on the theory associated with the case is vital before the group can apply specifics of
the case (leader). This is NOT a biography, but a critical analysis of the person’s leadership as
relevant to the situation of the case study. There may biographical content, but it must correlate
to the person’s leadership and support the leadership case study.
The team will be graded on the paper's:
1)
2)
3)
4)
5)
6)
7)
organization and clarity
depth of information
relevance to the topic
the ability to tie concepts from the readings and lectures
grammar & usage, spelling
proper use of resources and documentation
format
Researching the Leadership Theory & Application Team Project
1) At least four legitimate and credible sources are required.
2) JOURNAL ARTICLES AND MAGAZINES (ONLINE): MUST BE FROM A HACC LIBRARY (OR
OTHER LIBRARY) DATABASE COLLECTION (see LibGuide in Class Resources link on red
navigation bar).
3) DO NOT USE YOUR TEXTBOOK
4) Use MLA documentation to cite your sources (See LibGuide)
Writing the Leadership Theory & Application Team Project
Please choose ONE from the following case studies:
1) A study in situational leadership: President U.S. Grant: Why he was a successful military leader,
yet an ineffective U.S. President.
2) Charismatic leadership gone awry: Choose one: Jim Jones, Osama bin Laden, Saddam Hussein,
Bashir Assad, Adolph Hitler, David Koresh, Charles Manson
3) Why leaders make unethical (illegal) choices: Choose one: Bernie Madoff, Kenneth Lay, John
Edwards, Richard Nixon, Michael Milken, Ivan Boesky, Dick Fuld, or Angelo Mizilo
4) Crisis Leadership: Choose one: Golda Meir, George W. Bush, Rudolph Guiliani, Harry Truman,
James Burke, Lee Iacocca, James Buchanan, Herbert Hoover, or Mary Barra.
5) Socially Conscious Leadership: Choose one: Howard Schultz, Blake Mykoskie, Bill & Melinda Gates
(Gates Foundation), George Clooney, Angelina Jolie, Jeffrey Hollender, Gary Hirshberg
6) Innovative & Visionary Leadership: Choose one: Richard Branson, Bill Gates, Jeff Bezos, Mark
Zuckerberg, Elon Musk, Larry Page, Satya Nadella
Required Format
1) 5-8 pages
2) Double spaced
3) Times New Roman font; 12 pt.
4) 1" margins
5) Microsoft Word Only (If I can't open, I can't read it or grade it).
6) Title Page: Your name, Topic, Course number and title, & date. (Required and NOT included in page
count.)
7) Works Cited Page (Required and NOT included in page count)
Leadership Theory & Application Team Project Score Breakdown
Written Case Study (one per team)
Written Proposal & Work Plan (one per team)
Written Project Update (one per team)
Self/Peer Review (one per team member)
Total Points
Criteria
Quality of
Information
(written
paper)
100 points
25 points
25 points
50 points
200 points
Exceeds
Expectations
Meets
Expectations
Average
Below Average
Clearly
responds to
assignment. M
ain idea is very
clearly stated &
topic is
effective. The
topic is
supported in
body of paper
by a variety of
relevant facts,
examples, &
illustrations
from
experience,
references to
related
Response to
assignment
generally
adequate &
thorough. The
topic is
supported in the
paper by facts,
examples,
illustrations
though support
is not an “A”
assignment
Minimally
responds to the
assignment. M
ain idea & topic
is partly clear.
The topic is
generally
supported in
paper by facts,
examples, and
details.
Does not
respond well to
assignment.
Main idea
unclear & topic
only partially
clear. The topic
is supported in
body of paper by
few facts,
examples, and
details.
Failure
Did not turn
in project,
late, or is
plagiarized
Quality of
Information
(proposal &
work plan)
Quality of
information
(Project
Update)
Mechanics
(Grammar,
Usage,
Spelling)
MLA Format
Self/Peer
Review
readings, etc.
Clearly
responds to
assignment. M
ain idea is very
clearly stated &
topic is
effective. Prop
osal is on
target and work
plan is detailed
& specific.
Clearly
responds to
assignment. M
ain idea is very
clearly stated &
topic is
effective.
Few, if any,
minor errors in
sentence
construction,
usage,
grammar, or
mechanics.
Source material
is incorporated
logically &
insightfully.
Sources are
documented
accurately
using MLA
format.
Total Score
Response to
assignment
generally
adequate &
thorough.
Proposal is
somewhat on
target & work
plan is
somewhat
detailed &
specific.
Response to
assignment
generally
adequate &
thorough.
Minimally
responds to the
assignment.
Proposal is
generally on
target and the
work plan is
lacking some
detail.
Does not
respond well to
assignment.
Proposal is off
target and
vague and the
work plan is not
detailed.
Did not turn
in project,
late, or is
plagiarized
Minimally
responds to the
assignment.
Does not
respond well to
assignment.
Did not turn
in project,
late, or is
plagiarized
There may be a
few minor or
major errors in
sentence
construction,
usage,
grammar, or
mechanics.
There are
some common
errors (major
and minor) in
sentence
construction
and
mechanics;
interfere with
comprehension
Did not turn
in project,
late, or is
plagiarized
Source material
incorporated
logically.
Sources
documented
somewhat
accurately using
MLA format.
Source
material
incorporated
adequately &
usually
documented
accurately
using MLA
format.
Total Score
There are
numerous minor
errors and some
major errors.
Sentence
construction is
below mastery
and may display
a pattern of
errors in usage
and mechanics.
Source material
incorporated but
sometimes
inappropriately
or unclearly.
MLA
documentation
is accurate only
occasionally.
Total Score
Total Score
Did not turn
in project,
late, or is
plagiarized
Did not turn
in project,
late, or is
plagiarized