J4301/7301 – Taking People with You: Strategic Communication Leadership

J4301/7301 – TPWY: Strategic Communication Leadership Fall 2017 T/R 12:30 p.m. – 1:45 p.m. Naka Hall 245 Course Prerequisites: J4200, J4204, J4952 3 credit hour course Online components of the course are administered via Canvas Learning Management System

COURSE OVERVIEW

The course is aimed at students who are eager to develop their skills and abilities in management and leadership with the likely outcome that they will be leaders in media and communication organizations or as entrepreneurs. Rooted in principles of ethical persuasion and strategic communication, it will help students develop individual skills and abilities and the mindset of helping others achieve their goals. This course calls on students to commit to the process of their own growth and self-discovery and to help foster the growth and development of fellow learners. It also incorporates service learning as teams work on a project to address the needs of a nonprofit organization. It will be an intensive experience and, with commitment to the program, will be immediately applicable to the students’ current and future personal and professional lives. Inspired by the experience and writings of CEO and world-renowned leader David Novak (Strategic Communication alumnus 1974), this is the one of three leadership courses offered through the Novak Leadership Institute.

PROFESSORS

Margaret Duffy (Ph.D., University of Iowa) is professor of Strategic Communication at the Missouri School of Journalism and Executive Director of the Novak Leadership Institute. An author and consultant, Duffy conducts research and advises media organizations around the world. Her diverse consulting clients include Estee Lauder and the U. S. Army and she has obtained grants from the Pew and Knight Foundations. An award-winning scholar, Duffy’s research focuses on organizational communication, visual communication, narrative, digital media, news, and persuasion ethics. She is a former marketing executive and serves on the board of the Institute for Advertising Ethics. Brandon Butcher (BJ ’07, MA ’08) is Associate Director of the Novak Leadership Institute at the Missouri School of Journalism. Since 2012, he has taught courses in the Strategic Communication including strategic writing & design, strategic campaigns (AdZou), and social media marketing. Butcher’s advertising career includes stints on the client and agency sides with roles spanning creative, strategy and brand management. Getting his start at Dallas-based The Richards Group, Butcher served as digital brand manager for national accounts including QuikTrip, Zales, SMU, and Children’s Health. He then worked as a copywriter & designer for Learfield Sports, creating print, digital and outdoor campaigns for corporate sponsors of leading NCAA Division I athletic programs. More recently he has served as marketing director for start-up companies in the health and craft beer industries. Butcher also has extensive experience in nonprofit leadership, and has directed a wide range of mentorship, leadership and service programs for teens and college students in both domestic and international settings.

2

COURSE OBJECTIVES

1. To understand leadership principles from David Novak’s Taking People with You (TPWY) leadership program, and from other top leaders and researchers.

2. To understand the power of recognition and learn how to motivate and empower colleagues, other leaders, and fellow students.

3. To understand how principles of strategic communication, including insight-driven thinking and creativity, contribute to effective leadership.

4. To develop self-awareness about your own strengths and weaknesses in leadership and develop a plan for constant self-improvement.

5. To understand that success as a leader or member of an organization requires that we all need people to help us along the way—and we need to help them.

6. To develop an Individual Leadership Plan (ILP) that will be an evergreen portfolio of your goals, skills, plans and knowledge that you will carry with you throughout your leadership courses and into your professional careers.

7. To enhance your knowledge and skills in interpersonal and organizational communication and understand potential barriers to effective communication.

8. To improve your presentation skills to target audiences and enhance your persuasiveness.

9. To understand and learn how to address issues of diversity and potential implicit bias that may impede individual and organizational success.

10. To develop greater sensitivity to potential ethical breaches and issues, and to strengthen skills in applying ethical principles.

COURSE MATERIALS Provided Resources: Taking People with You, David Novak O Great One!, David Novak The Education of an Accidental CEO, David Novak TPWY Leadership Development Guide (workbook)

You will also be responsible for additional readings available in PDF format on Canvas. If you have difficulty logging in to the course or you do not see the course listed, please contact the Mizzou IT Help Desk at 573-882-5000.

3

COURSE REQUIREMENTS

• Attendance at all class meetings and outside of class activities and trips • Active participation in leadership development team & completion of weekly reports • Completion of personal leadership development exercises using your individual

TPWY Leadership Development Guide and related assignments • Completion of weekly readings and individual online Discussion Questions (DQs) • Completion of (2) business style memos • Completion of a final team service project providing research, analysis, and strategic

recommendations to address an issue for a cause or organization in the community COURSE STRUCTURE & COMPONENTS Outside of Class Activities Students will be required to attend outside of class activities to further develop their leadership skills and gain valuable experiences. Activities may include a combination of the following: Breakout COMO Escape Room, Leadercast COMO, KC trip (in partnership with VML), TEDX COMO, volunteer opportunities, Novak Leadership Lecture Series events Leadership Development Teams A crucial element of the course will be your Leadership Development Team (LDT). You will be working in small teams (5-6 individuals) with the primary goal of helping your team members in their own leadership development process. You will need to be open to sharing your goals, concerns, and insights. You will engage in weekly breakout sessions with your LDT and provide encouragement, input and accountability to your peers. You and your LDT will also work together on a service learning project in the Columbia or campus community and develop a strategic plan to help address a specific challenge facing the organization. LDT Guide Reports Each week, a different member of your LDT will serve as a guide to help facilitate your team’s discussion. The guide will also be responsible for submitting a summary report of that week’s session. At the start of the semester your team will create a LDT Guide Schedule so you will be able to prepare in advance to lead discussion for your assigned week. LDT Guide Reports should include the following:

- One paragraph reflection on your role as the LDT Guide (What did you observe regarding group dynamics? What tactics did you use to help facilitate discussion?)

- Three to five highlights or themes from your LDT’s discussion - One key takeaway you would like to apply to your personal development as a leader

Note: Weekly Team Reports must be submitted via Canvas by Friday at 5 p.m. during your assigned week. Each LDT Guide will receive an individual grade based on his or her report. Late submissions will lose 5 points. Leadership Development Exercises Each week, you will complete exercises in your TPWY Leadership Development Guide workbook. The exercises offer a hands-on way to apply the principles and ideas from course lectures and readings. Exercises are assigned on Tuesdays at the end of class. On Thursdays will share your completed exercises with your Leadership Development Team and receive feedback/input. Note: Personal exercises will not be graded but active participation is required.

4

Weekly Readings & Discussion Questions Each week, you will have required readings based on the course schedule. Readings may consist of chapters from David Novak’s books, excerpts from other books, relevant articles from credible online or print publications, or scholarly journal articles. Readings will be discussed in class each week. Discussion Questions (DQs) must be completed on Canvas by Friday at 11:59 p.m. the week they are assigned. Comments on (2) peer responses must be completed by Sunday at 11:59 p.m. DQ responses should be 300-500 words in length and list sources using APA Style (https://owl.english.purdue.edu/owl/section/2/10/). Discussion Question Grading Criteria (40 points each)

• Response demonstrated thoughtful analysis of the unit and topic, showed critical reflection, and provided strong points, supported with clear examples. (30 pts)

• Commented on (2) peer responses. Comments demonstrate thoughtful digestion of peer responses and add insight to peers’ thinking on the subject. (5 pts per comment)

• 5 points automatically subtracted from grade for late submissions Professional Memos Instead of traditional tests, you will write two business style memos. These are similar to what you will do in a business situation and will be open book and open note. Memos will be completed outside of class during weeks 4 and 9 in place of online discussion questions. Each memo is worth 100 points for a total of 200 points. The goal is to see how well you apply course concepts, solve problems, think critically and write persuasively. Memos should be roughly 600-800 words (approximately 3 pages, double-spaced) and cite sources using APA Style (https://owl.english.purdue.edu/owl/section/2/10/). Note: Memos will appear as assignments on Canvas and must be submitted by the deadline. Late memos will receive no more than half credit. An official plagiarism checker will be used. Service Learning Project Your LDT will be assigned to a nonprofit organization in the local community, state or region and will create a project of significance and a final presentation. Your team will conduct primary and secondary research, analyzing key stakeholders (organizations, community members, governmental entities, etc.) to gain insights and seek solutions for how to address a specific problem or challenge. Students are also required to volunteer at their assigned client to better understand the context and challenges facing the organization. The project will culminate in a formal presentation attended by key stakeholders from the organization. The final deliverable will be the packaged presentation consisting of situation analysis, research findings, insights, and strategic recommendations. The project should incorporate principles of TPWY leadership learned throughout the course and utilize the insight-driven approach outlined in TPWY materials. Note: Final Projects will be graded based on a combination of instructor and peer evaluations (each comprising ½ of your final project grade). Instructor evaluations will take into account client evaluations from your final presentations. Service Project Hours Reports During the final project (beginning week 10), each team member will submit an hours report on Canvas each week by Friday 5 p.m. The purpose of the weekly hours report is to simulate a professional agency experience where you would report your time spent on individual projects. The reports also help encourage team members to contribute an equal number of hours so no individual member bears more of the load. Finally, these reports will track your total number of volunteer hours (each student must volunteer a minimum of 5 hours with the

5

assigned service organization). Hours reports should include a list of tasks completed that week, the number of hours spent on each task, and the total number of hours worked and volunteered. (A Google Sheets template will be provided and students will simply update the spreadsheet each week and submit via Canvas.) Note: Service Hours Reports will be graded at the end of the semester based on completion of weekly reports, completion of minimum volunteer hours and hours contributed to final project. Attendance & Participation Attendance: You will be allowed two excused absences, BUT you must email the professor before the missed class or it’s considered unexcused. Unexcused absences (i.e., when students “skip” class or forget to email the professor in advance) will receive minus -10 points for participation. Students who have five or more absences may be asked to drop the course or may take an F in the class. All formally announced outside-of-class activities are mandatory and subject to the same policy stated above. Participation: 1) talk in class and in LDT breakout sessions, 2) ask good questions, 3) give thoughtful responses, 4) demonstrate you’ve done the readings, 5) listen and respond to others, 6) share examples, and 7) complete in-class and outside-of class activities. Note: Attendance & participation grades are calculated based on attendance reports plus instructor evaluation of your participation/professionalism during course activities. Submitting Work This course relies heavily on Canvas for assigning and submitting work. It is important that you familiarize yourself with the Canvas platform. Please don’t use excuses such as “I lost my file” or “Canvas wasn’t working” or the “Internet was down.” Save files often and back up your work on the J-School drive, on another hard drive, or other device. If you are having trouble with Canvas, please contact the Mizzou IT Help Desk at 573-882-5000. Laptop & Mobile Device Policy We understand that many of you will want to use your laptop to take notes during class lectures, discussions or LDT breakout sessions. Please exercise professionalism and show respect to your classmates and instructors when using your laptop. Using your laptop or mobile devices for unrelated tasks is both disrespectful and distracting to your peers and instructors. Use of laptops is permitted with the following constraints:

- Using social media or messaging apps during class is prohibited - Surfing the web during class is prohibited - Laptops must be used for the sole purpose of taking notes or accessing information

relevant to the classroom or LDT discussion - Cell phones must be silenced and put away during classroom and LDT discussions.

Cell phones may be used during class only for LDT conference calls or phone interviews related to the service project

- Students will receive (1) written warning if the above policy is violated - 20 points (2% of your overall grade) will be deducted from your participation grade

for each instance following a warning

6

GRADING

Your acceptance into the Strategic Leadership course is an indication that you have already demonstrated a standard of excellence during your time as a Strategic Communication student. It is assumed that you will continue to perform at this level. Your grade will be based on the combination of your individual efforts, how you work as a member of your team, and your team’s final project and presentation. For your final presentation, you will complete a self-evaluation and personal reflection paper. In addition to receiving feedback from your professors and client, you will also submit peer-evaluations for each of your team members.

5 Online DQs (40 points each) 200 2 Memos (100 points each) 200 LDT Guide Report 50 Service Project Hours Reports 50 Service Learning Project (Peer Evaluation) 200 Service Learning Project (Instructor / Client Grade) 200 Attendance/Participation 100 *Graduate Project 200 Total Points Possible: 1000 *Note: Graduate students ONLY must complete one additional paper worth 200 points and are graded on 1200-point scale (see “Graduate Student Project” section below). For graduate students, any grade 69.9% or less is not considered a passing grade.

Letter Grade

Percentage Definition

A 94-100% A = Outstanding work. Outstanding achievement relative to the level necessary to meet course requirements. Performance was of the highest level. Excellence while meeting course objectives was sustained throughout the course. Not only was the student’s performance clearly and significantly above satisfactory, it was also of an independent and creative nature.

A- 90-93.9% A- = Excellent work. Excellent achievement relative to the level necessary to meet course requirements. Performance was clearly and significantly above satisfactory, and was creative and independent.

B+ 87-89.9% B+ = Near excellent work. Achievement was significantly above the level necessary to meet course requirements. Performance was clearly and significantly above satisfactory, and was creative and independent.

B 84-86.9% B = Very good work. Achievement significantly above the level necessary to meet course requirements. Performance was very good, although not of the highest level. Performance was clearly and significantly above satisfactory fulfillment of course requirements (For undergraduate students: B = meritorious. For graduate students: B = adequate).

B- 80-83.9% B- = Good work. Achievement at a level just above that necessary to meet course requirements. Performance was notable.

7

C+ 77-79.9% C+ = Slightly above satisfactory work. Achievement that meets the course requirements. Performance was slightly more than adequate.

C 74-76.9% C = Satisfactory work. Achievement that meets the course requirements. Performance was adequate, although marginal in quality (For undergraduate students: C = adequate. For graduate students: C = inadequate).

C- 70-73.9% C- = Slightly below satisfactory work. Achievement that barely meets the course requirements. Performance has been slightly below satisfactory and was marginal in quality. (Lowest permissible grade for a graduate student)

D+ 67-69.9% D+ = Passing work. Achievement below satisfactory in meeting course requirements. Student demonstrated below satisfactory achievement in meeting course objectives, yet fulfilled a sufficient enough portion of the course objectives that repeating the course is not necessary unless required by the academic unit.

D or D-

60-66.9% D = Minimum passing work. Achievement is barely worthy of credit. Student demonstrated unsatisfactory achievement in meeting course objectives, yet fulfilled a sufficient enough portion of the course objectives that repeating the course is not necessary unless required by the academic unit.

F 59.9% or less

F = Failed – no credit. A failure to meet course requirements. The work of course objectives were either: 1) completed but not at a level of achievement that is worthy of credit, or 2) have not been completed and there was no agreement between the instructor and the student that the student would be awarded an “I” (incomplete).

Graduate Student Project Graduate students will complete an annotated bibliography as a required additional assignment. Graduate students will meet with the professor individually and propose a list of readings that pertain to the student’s research question or topic of interest. The graduate assignment is worth an additional 200 points on top of the regular total points for the course. Graduate students will be graded on the same grade scale outlined above. Once the professor approves the topic, graduate students are to create a list of 15 readings by conducting a search for academic articles that relate to their subject area. Your annotated bibliography will include a list of citations followed by a brief (usually about 150-200 words) descriptive and evaluative paragraph of the article, book or document. Examples of academic journals include: Journal of Leadership & Organizational Studies, Management Communication Quarterly, The Leadership Quarterly, Strategic Management Studies, Harvard Business Review, Journal of Interactive Advertising, Journal of Advertising, Journal of Advertising Research, Journal of Current Issues & Research in Advertising, Journal of Interactive Marketing, Journalism & Mass Communication Quarterly, etc. Examples of professional publications include Ad Age, Marketing News, and many popular books that provide leadership and management advice. We encourage you to consult with Journalism Library staff for assistance and take advantage of the Novak Leadership Collection.

TPW

Y: S

trat

egic

Com

mun

icat

ion

Lead

ersh

ip -

Cou

rse

Sche

dule

/ FS

17

W

k.

Topi

c R

eadi

ngs

(com

plet

e pr

ior t

o cl

ass)

Tues

day

W

orkb

ook

Exer

cise

s

Thur

sday

D

iscu

ssio

n Q

uest

ion

Out

side

of C

lass

Act

ivity

1

An

Insi

ght-

Dri

ven

App

roac

h To

Le

adin

g P

eopl

e &

Ach

ievi

ng B

ig

Goa

ls: P

art 1

: Th

inki

ng L

ike

a M

arke

ter

Nov

ak: A

ccid

enta

l CEO

, Int

ro,

Chp

1-5

Nov

ak: T

PWY

, Int

ro, C

hp. 1

C

iald

ini:

Har

ness

ing

The

Scie

nce

of P

ersu

asio

n (2

014

) C

iald

ini:

Pre-

suas

ion,

In

trod

uctio

n, C

hp 1-

5 Si

mon

s &

Jon

es: P

ersu

asio

n in

Soc

iety

, Chp

1-2

Aug

22

- Cou

rse

intr

oduc

tion

- Syl

labu

s re

view

- K

ey d

ates

- Life

line

Aug

24

- Min

i-lec

ture

- Th

e St

rate

gic

Lead

ersh

ip

Con

nect

ion:

Wha

t M

arke

ters

Kno

w th

at

Mos

t Peo

ple

Don

’t (B

B)

- LD

T B

reak

out S

essi

on

- Sha

re L

ifelin

es

- Com

plet

e LD

T C

ontr

act &

Gui

de

Sche

dule

DQ

1: B

ased

on

the

read

ings

an

d th

is w

eek’

s le

ctur

e,

disc

uss

how

prin

cipl

es o

f m

arke

ting

and

stra

tegi

c co

mm

unic

atio

n co

uld

info

rm

effe

ctiv

e le

ader

ship

? H

ow

wou

ld y

ou d

efin

e st

rate

gic

lead

ersh

ip?

Team

s co

mpl

ete

LDT

Gui

de S

ched

ule

2 A

n In

sigh

t-D

rive

n A

ppro

ach

To

Lead

ing

Peo

ple

& A

chie

ving

Big

G

oals

: Par

t 2:

Goa

l Set

ting

&

Stra

tegy

Fini

sh a

ny re

mai

ning

read

ings

fr

om p

revi

ous

wee

k

Aug

29

- Dis

cuss

read

ings

- M

ini-l

ectu

re: G

oal

Setti

ng &

Str

ateg

y (M

D)

- Int

rodu

ce s

ervi

ce

proj

ect

- Non

prof

it vo

lunt

eerin

g op

port

uniti

es

- Big

Goa

l - P

eopl

e M

ap

- Ins

ight

s - G

oal S

ettin

g W

orks

heet

Aug

31

- LD

T B

reak

out S

essi

on

- Sha

re e

xerc

ise/

s (le

d by

gui

de)

- Sha

re B

ig G

oal

Exer

cise

DQ

2: S

hare

the

Big

Goa

l you

se

t in

this

wee

k’s

exer

cise

. D

iscu

ss a

few

of t

he re

ason

s w

hy y

ou c

hose

this

par

ticul

ar

goal

as

wel

l as

som

e of

the

spec

ific

chal

leng

es y

ou th

ink

you

may

enc

ount

er in

pur

suit

of y

our b

ig g

oal.

Wha

t st

rate

gies

will

you

use

to

over

com

e th

ese

chal

leng

es?

LDT

Rep

ort #

1 (S

ubm

itted

by

LDT

Gui

de)

3 B

e Y

our B

est S

elf:

Be

You

rsel

f, K

now

Y

ours

elf,

Gro

w

You

rsel

f

Nov

ak, T

PWY

, Chp

2

Dru

cker

: The

Ess

entia

l D

ruck

er, K

now

You

r St

reng

ths

& V

alue

s, C

hp 15

D

ruck

er: M

anag

ing

One

self

(1999

) K

apla

n: R

each

ing

your

Po

tent

ial,

Har

vard

Bus

ines

s Re

view

(20

08)

K

aipa

: Wha

t Wis

e Le

ader

s A

lway

s Fo

llow

, HB

R (2

012

)

Sep

5 - D

iscu

ss re

adin

gs

- Lec

ture

: A

uthe

ntic

ity in

Le

ader

ship

& G

ettin

g To

Kno

w Y

ours

elf

(BB

)

- You

r Bra

nd P

rom

ise

Sep

7 - L

DT

Bre

akou

t Ses

sion

- S

hare

exe

rcis

e/s

(led

by g

uide

) - S

hare

Per

sona

l Bra

nd

Prom

ise

Exer

cise

DQ

3: T

ake

TTI T

ri- M

etrix

pe

rson

al a

sses

smen

ts.

Ref

lect

on

the

valu

e (p

ositi

ve

or n

egat

ive)

of t

hese

kin

ds o

f as

sess

men

ts a

nd d

iscu

ss

how

you

mig

ht u

se y

our

resu

lts fo

r you

r ow

n se

lf-aw

aren

ess

and

pers

onal

le

ader

ship

dev

elop

men

t.

LDT

Rep

ort #

2 (S

ubm

itted

by

LDT

Gui

de)

Non

prof

it V

olun

teer

ing

Pers

onal

Ass

essm

ents

- T

ake

Mye

rs-B

riggs

Ty

pe In

dica

tor o

n w

ww

.16pe

rson

aliti

es.c

om

4

Be

An

Avi

d Le

arne

r: Se

ek a

nd

Bui

ld K

now

-How

Nov

ak: T

PWY

, Chp

3

Gol

eman

: Wha

t Mak

es a

Le

ader

? H

BR

(199

8)

Dru

cker

: The

Ess

entia

l D

ruck

er, L

eade

rshi

p as

Wor

k,

Chp

19

Arg

yris

: Em

pow

erm

ent:

Th

e em

pero

r’s n

ew

clot

hes,

HB

R (19

98)

Sep

12

- Ana

lyze

you

r as

sess

men

t res

ults

G

uest

Spe

aker

: Ker

ry

Goy

ette

, Ape

rio

Con

sulti

ng G

roup

- Rev

iew

Per

sona

l A

sses

smen

ts a

nd s

et

goal

s fo

r gro

wth

- 3

x5 G

row

You

rsel

f W

ed N

ight

in K

C a

t Hot

el:

- LD

T B

reak

out S

essi

on to

re

view

ass

essm

ent r

esul

ts

Sep

14

VM

L P

urpo

se D

ay

(Tra

vel i

n va

ns to

KC

da

y be

fore

Dep

art a

t 4p

m fr

om J

-Sch

ool)

Mor

ning

- S

ervi

ce P

roje

ct

Afte

rnoo

n

- Tou

r of V

ML

- Jon

Coo

k, C

EO

- VM

L Fo

unda

tion

- VM

L em

ploy

ees

- Mee

t men

tors

Mem

o 1

- Hit

the

Gro

und

Run

ning

Pla

n

Res

earc

h a

plac

e yo

u’d

like

to

wor

k th

at y

ou th

ink

wou

ld b

e go

od fi

t bas

ed o

n yo

ur

asse

ssm

ents

and

goa

ls.

Usi

ng y

our a

sses

smen

t re

sults

and

info

rmat

ion

on th

e co

mpa

ny y

ou re

sear

ched

, ou

tline

a p

lan

to s

ucce

ssfu

lly

“hit

the

grou

nd ru

nnin

g” fo

r th

e fir

st 3

mon

ths

if yo

u w

ere

to b

e hi

red

to w

ork

for t

hat

com

pany

.

VM

L P

urpo

se D

ay

LDT

Rep

ort #

3 (S

ubm

itted

by

LDT

Gui

de)

Dav

id N

ovak

Vis

it (A

ttend

and

ass

ist w

ith

Nov

ak In

stitu

te G

ift

Ann

ounc

emen

t on

Frid

ay

9/15

, 9am

in T

he G

reat

R

oom

at R

eyno

lds

Alu

mni

Cen

ter)

TPW

Y: S

trat

egic

Com

mun

icat

ion

Lead

ersh

ip -

Cou

rse

Sche

dule

/ FS

17

5 U

nlea

sh T

he

Pow

er o

f Peo

ple:

Le

adin

g Te

ams

Nov

ak: T

PWY

, Chp

4-5

G

offe

e &

Jon

es:

Man

agin

g au

then

ticity

: Th

e pa

rado

x of

gre

at le

ader

ship

, HB

R (2

00

5)

Bla

ncha

rd:

Crit

ical

Le

ader

ship

Ski

lls

Bla

ncha

rd: T

he V

isio

n Th

ing,

Lea

der t

o Le

ader

(2

00

4)

Sine

k: H

ow G

reat

Lea

ders

In

spire

Act

ion

(TED

Tal

k)

Anc

ona:

In P

rais

e of

the

Inco

mpl

ete

Lead

er, H

BR

Geo

rge:

Dis

cove

ring

You

r A

uthe

ntic

Lea

ders

hip,

HB

R

Col

lins:

Lev

el 5

Le

ader

ship

, HB

R

Sep

19

- Dis

cuss

read

ings

- L

ectu

re: L

eade

rshi

p Ph

iloso

phie

s &

TPW

Y

Lead

ersh

ip (B

B)

- Lea

ders

hip

in F

ilm*

- Im

pact

& Q

ualit

ies

- L

eade

rs Y

ou A

dmire

- R

evie

w P

eopl

e M

ap

*Wat

ch m

ovie

from

ap

prov

ed li

st o

n C

anva

s

Sep

21

- LD

T B

reak

out S

essi

on

- Sha

re e

xerc

ise/

s (le

d by

gui

de)

- Upd

ate

your

PLP

DQ

4: D

raw

ing

from

lect

ure

and

the

read

ings

, whi

ch

styl

es o

f lea

ders

hip

do y

ou

find

to b

e th

e m

ost e

ffect

ive?

W

hy?

To w

hich

sty

le/s

do

you

see

your

self

natu

rally

de

faul

ting

in y

our o

wn

role

as

a le

ader

? Pr

ovid

e ex

ampl

es

from

you

r per

sona

l ex

perie

nce.

LDT

Rep

ort #

4 (S

ubm

itted

by

LDT

Gui

de)

Boo

k B

reak

out C

omo

to c

ompl

ete

by

Thur

sday

nex

t wee

k

6 Th

e A

wes

ome

Pow

er o

f R

ecog

niti

on:

Bui

ldin

g a

Cul

ture

W

here

Eve

ryon

e C

ount

s

Nov

ak: T

PWY

, Chp

6-8

N

ovak

: O, G

reat

One

K

ahne

man

n, A

ssor

ted

Art

icle

s, W

all S

tree

t Jou

rnal

B

resl

in, e

t al:

How

lead

ers

can

com

mun

icat

e to

bui

ld

trus

t

Sep

26

- Dis

cuss

read

ings

- L

ectu

re: T

he

Aw

esom

e Po

wer

of

Reco

gniti

on (C

T)

- Dev

elop

a R

ecog

nitio

n A

war

d

- The

Val

ue o

f Val

ues

Sep

28

- Dis

cuss

esc

ape

room

ex

perie

nce

- LD

T B

reak

out S

essi

on

- Sha

re e

xerc

ise

on

crea

ting

a cu

lture

of

posi

tive

reco

gniti

on

- Upd

ate

your

PLP

LDT

Rep

ort #

5 (S

ubm

itted

by

LDT

Gui

de)

Non

prof

it V

olun

teer

ing

Team

s co

mpl

ete

Bre

akou

t CO

MO

Esc

ape

Room

exp

erie

nce

by

Thur

sday

this

wee

k.

7

Stra

tegy

, Ev

iden

ce &

R

ealit

y: E

vide

nce-

Bas

ed D

ecis

ion

Mak

ing

Nov

ak: T

PWY

, Chp

9

Dru

cker

: The

Ess

entia

l D

ruck

er, C

hapt

er 8

M

anag

emen

t by

Obj

ectiv

es

and

Self

Con

trol

P

feff

er &

Sut

ton:

Chp

1-2,

H

ard

Fact

s, D

ange

rous

Hal

f-Tr

uths

, and

Tot

al N

onse

nse:

Pr

ofiti

ng fr

om E

vide

nce-

Bas

ed M

anag

emen

t (20

06)

K

ahne

man

n: T

hink

ing

Fast

&

Slo

w S

umm

ary

Oct

3

- Dis

cuss

read

ings

- 6

-wee

k ch

eck-

in:

gath

er s

tude

nt

feed

back

- L

ectu

re: E

vide

nce-

base

d D

ecis

ion

Mak

ing

(MD

)

- Big

Goa

l Rea

lity

Che

ck

- Fai

lure

Sto

ry

Oct

5

- LD

T B

reak

out S

essi

on

- Sha

re e

xerc

ise/

s in

LD

Ts (l

ed b

y gu

ide)

- U

pdat

e yo

ur P

LP

DQ

5: D

escr

ibe

a le

ader

ship

ro

le y

ou c

urre

ntly

hol

d or

ha

ve h

eld

in th

e pa

st. T

hink

of

a s

ituat

ion

whe

re y

ou

igno

red

data

or i

nput

in y

our

deci

sion

-mak

ing.

App

ly th

e pa

radi

gm o

f Str

ateg

y,

Evid

ence

and

Rea

lity

to

anal

yze

how

you

can

mor

e ef

fect

ivel

y le

ad /c

ould

hav

e m

ore

effe

ctiv

ely

led

in a

giv

en

situ

atio

n.

LDT

Rep

ort #

6 (if

ne

cess

ary)

(S

ubm

itted

by

LDT

Gui

de)

Non

prof

it V

olun

teer

ing

Lead

erca

st C

OM

O

Wor

ksho

p w

ith J

ohn

Max

wel

l & D

ave

Ram

sey

Frid

ay 10

/6, 8

am –

3pm

St

oney

Cre

ek In

n

8 W

inni

ng

Toge

ther

: D

iver

sity

&

Cul

ture

Nov

ak: T

PWY

, Chp

10-1

4 D

ruck

er: T

he E

ssen

tial

Dru

cker

, Soc

ial i

mpa

cts

and

soci

al p

robl

ems

(Chp

5)

G

roys

berg

& C

onne

lly,

Gre

at le

ader

s w

ho m

ake

the

mix

wor

k. H

BR

(20

13)

Oct

10

- Dis

cuss

read

ings

- L

ectu

re: D

iver

sity

an

d C

ultu

re (C

T)

- Div

ersi

ty W

heel

- C

onfli

ct S

tyle

s - M

ood

Elev

ator

Oct

12

- Rev

iew

Cas

e St

udy

in

LDTS

- U

pdat

e yo

ur P

LP

N

onpr

ofit

Vol

unte

erin

g

9 Sm

art W

ith

Hea

rt: E

thic

s &

Le

ader

ship

Kra

mer

: The

har

der t

hey

fall.

HB

R (2

00

3)

Ben

nis

& T

hom

as:

Cru

cibl

es o

f Lea

ders

hip,

H

BR

(20

02)

C

ham

py &

Noh

ria: C

hp 6

: G

reat

ness

mus

t be

driv

en

by a

pur

pose

bey

ond

Oct

17

- Lec

ture

: Eth

ical

D

ecis

ion-

Mak

ing

&

Issu

es o

f Eth

ical

Le

ader

ship

(MD

)

- Eth

ical

Bou

ndar

ies

- P

otte

r Box

Eth

ical

C

halle

nge

Oct

19

TBD

– D

avid

Vis

it or

Sk

ype

- Upd

ate

your

PLP

Mem

o 2

– D

evel

op a

Se

min

ar o

n St

rate

gic

Lead

ersh

ip

Imag

ine

you

are

the

CEO

or

dire

ctor

of a

new

org

aniz

atio

n an

d yo

u de

cide

to d

evel

op a

se

min

ar fo

r you

r exe

cutiv

e te

am to

trai

n th

em o

n yo

ur

DA

VID

VIS

IT T

BD

N

onpr

ofit

Vol

unte

erin

g

TPW

Y: S

trat

egic

Com

mun

icat

ion

Lead

ersh

ip -

Cou

rse

Sche

dule

/ FS

17

m

oney

. The

Arc

of

Am

bitio

n (2

00

0)

Hei

mem

an:

Avo

idin

g in

tegr

ity la

ndm

ines

, HB

R (2

00

7)

Duf

fy &

Tho

rson

: Mar

bles

in

the

soup

and

cru

shed

V

olvo

s: E

thic

al c

hoic

es o

n th

e ad

vert

isin

g et

hics

ba

ttleg

roun

d.

Pers

uasi

on E

thic

s C

hp 18

, D

uffy

& T

hors

on (2

016

)

philo

soph

y of

lead

ersh

ip.

You

’ve

title

d th

e co

urse

, St

rate

gic

Lead

ersh

ip 10

1. Pr

ovid

e a

sum

mar

y of

yo

ur c

ours

e co

nten

t in

the

form

of a

pro

fess

iona

l mem

o ad

dres

sed

to y

our e

xecu

tive

team

out

linin

g th

e fiv

e pi

llars

of

you

r lea

ders

hip

philo

soph

y (y

our t

op 5

prin

cipl

es o

f st

rate

gic

lead

ersh

ip).

10

Serv

ice

Proj

ect –

Intr

oduc

tion

&

Brie

fings

O

ct 2

4 - S

peci

al O

lym

pics

C

lient

Pro

ject

Brie

fing

(clie

nt v

isits

)

O

ct. 2

6 - W

ork

on R

esea

rch

Plan

in c

lass

W

eekl

y H

ours

Rep

ort

Non

prof

it V

olun

teer

ing

11

Serv

ice

Proj

ect -

R

esea

rch

Pla

n

O

ct 3

1 - P

rese

nt R

esea

rch

Pla

n (15

min

eac

h te

am)

Nov

2

- Wor

k in

LD

Ts o

n re

sear

ch in

cla

ss

W

eekl

y H

ours

Rep

ort

Non

prof

it V

olun

teer

ing

12

Serv

ice

Proj

ect -

R

esea

rch

N

ov 7

- W

ork

in L

DTs

on

rese

arch

in c

lass

N

ov 9

- W

ork

in L

DTs

on

rese

arch

in c

lass

W

eekl

y H

ours

Rep

ort

Non

prof

it V

olun

teer

ing

13

Serv

ice

Proj

ect –

R

esea

rch

Find

ings

&

Insi

ghts

N

ov 1

4 - P

rese

nt re

sear

ch

findi

ngs/

insi

ghts

and

st

rate

gic

reco

mm

enda

tions

Te

ams

1 & 2

(30

min

ea

ch)

N

ov 1

6 - P

rese

nt re

sear

ch

findi

ngs/

insi

ghts

and

st

rate

gic

reco

mm

enda

tions

Te

ams

3 &

4 (3

0 m

in

each

)

W

eekl

y H

ours

Rep

ort

Non

prof

it V

olun

teer

ing

14

Than

ksgi

ving

(Nov

18

– N

ov 2

6)

15

Serv

ice

Proj

ect –

Dre

ss R

ehea

rsal

s

N

ov 2

8 - D

ress

Reh

ears

al

(Tea

ms

1 & 2

) 30

min

ea

ch

N

ov 3

0 - D

ress

Reh

ears

al

(Tea

ms

3 &

4) 3

0 m

in

each

W

eekl

y H

ours

Rep

ort

Reh

ears

e fin

al

pres

enta

tion

as n

eede

d Su

bmit

deliv

erab

les

for

final

revi

ew

16

Se

rvic

e Pr

ojec

t –

Fina

l Clie

nt

Pre

sent

atio

ns

D

ec 5

- F

inal

Pre

sent

atio

ns

- 12:

30pm

– 3

:30

pm

in F

red

Smith

For

um

(stu

dent

and

clie

nt

vide

o te

stim

onia

ls)

D

ec 7

N

O C

LASS

Fina

l Ref

lect

ion

Pape

r: H

ow

did

you

appl

y th

e TP

WY

Pr

inci

ples

to th

is p

roje

ct?

– D

ue M

onda

y 12

/11

Wee

kly

Hou

rs R

epor

t Pe

er E

valu

atio

ns D

ue

Mon

day

12/1

1

TPW

Y: S

trat

egic

Com

mun

icat

ion

Lead

ersh

ip -

Cou

rse

Sche

dule

/ FS

17

Wee

kly

Task

s Tu

esda

y: L

arge

gro

up d

iscu

ssio

n of

read

ings

(bot

h bo

ok a

nd o

nlin

e re

adin

gs),

min

i-lec

ture

, new

exe

rcis

es a

ssig

ned

Wed

nesd

ay: C

ompl

ete

wee

k’s

exer

cise

s Th

ursd

ay: D

iscu

ss c

ompl

eted

exe

rcis

es in

cla

ss in

team

s

Frid

ay: L

DT

Gui

des

subm

it LD

T G

uide

Rep

ort b

y 5

p.m

. on

Can

vas

(onl

y fo

r you

r ass

igne

d w

eek)

. Sub

mit

Dis

cuss

ion

Post

by

11:5

9 p.

m. o

n C

anva

s Su

nday

: Com

men

t on

(2) p

osts

by

11:5

9 p.

m. o

n C

anva

s, b

e pr

epar

ed to

dis

cuss

new

read

ings

in c

lass

on

Tues

day

8

COURSE POLICIES

Canvas Instructors will communicate, distribute materials and conduct online assessments in Canvas. It is your responsibility to regularly check the course Canvas site for new developments and to monitor your grade for the course. If you think a grading mistake has been made, it is your responsibility to contact me within one calendar week of posting. After one calendar week, all grades are final. Official emails will be sent only to your Paw Print email account. If you would like in-depth tutorials on how to use Canvas, please visit guides.canvaslms.com University Policies Within the Syllabus tab of the Canvas course site, students will find links to various university policies on academic issues, copyright and acceptable use, as well as a statement of nondiscrimination. Additionally, here are policies related specifically to this course and the Missouri School of Journalism. Academic Integrity Academic honesty is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person's work has been responsibly and honorably acquired, developed and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. The academic community regards breaches of the academic integrity rules as extremely serious matters. Sanctions for such a breach may include academic sanctions from the instructor, including failing the course for any violation, to disciplinary sanctions ranging from probation to expulsion. Academic misconduct includes but is not limited to the following: • Use of materials from another author w/o citation or attribution • Use of verbatim materials from another author w/o citation or attribution • Extensive use of materials from past assignments w/o permission of your instructor • Extensive use of materials from assignments in other classes w/o permission of instructor • Fabricating information in news or feature stories, whether for publication or not • Fabricating sources in news or feature stories, whether for publication or not • Fabricating quotes in news or feature stories, whether for publication or not • Lack of full disclosure or permission from editors when controversial reportorial

techniques, such as going undercover to get news, are used When in doubt about plagiarism, paraphrasing, quoting or collaboration, consult with your instructor. For closed-book exams and exercises, academic misconduct includes conferring with other class members, copying or reading someone else's test and using notes and materials without prior permission of the instructor. For open-book exams and exercises, academic misconduct includes copying or reading someone else's work. Classroom Misconduct Classroom misconduct is defined by the University of Missouri’s collected rules and regulations are also outlined in the M-Book Student Code of Conduct. Classroom misconduct can include obstruction or disruption of teaching, such as late arrival or early departure or failure to turn off mobile devices unless otherwise instructed. Classroom misconduct can also include misuse of computing resources, harassment, bullying, physical

9

abuse or safety threats; theft; property damage; disruptive, lewd or obscene conduct; abuse of computer time; repeated failure to attend class when attendance is required; and repeated failure to participate or respond in class when class participation is required. IMPORTANT: Entering a classroom late or leaving a classroom before the end of the period can be extremely disruptive behavior. Students are asked to arrive for class on time and to avoid early departures. This is particularly true of large lectures, where late arrivals and early departures can be most disruptive. Instructors have the right to deny students access to the classroom if they arrive late and have the right to dismiss a student from the class for early departures that result in disruptions. Under MU policy, your instructor has the right to ask for your removal from the course for misconduct, disruptive behavior or excessive absences. The instructor then has the right to issue a grade of withdraw, withdraw failing or F. The instructor alone is responsible for assigning the grade in such circumstances. Dishonesty and Misconduct Reporting Procedures MU faculty are required to report all instances of academic dishonesty or classroom misconduct to the appropriate campus officials. Allegations of classroom misconduct must be reported to MU’s Office of Student Conduct. Allegations of academic misconduct must be reported to MU's Office of the Provost. Professional Standards and Ethics The School of Journalism is committed to the highest standards of academic and professional ethics and expects its students to adhere to those standards. Students should be familiar with the Code of Ethics of the Society of Professional Journalists and adhere to its restrictions. Students are expected to observe strict honesty in academic programs and as representatives of school-related media. Should any student be guilty of plagiarism, falsification, misrepresentation or other forms of dishonesty in any assigned work, that student may be subject to a failing grade from the instructor and such disciplinary action as may be necessary under University regulations. Copyright in course materials The materials you encounter in your coursework at Mizzou is subject to many different types of copyright protection, depending on the author as well as how it is used. In a single course you may encounter materials created by your instructor, an article that is shared with you in an extemporaneous way under the Teach Act , and materials such as course packets where each copy includes a royalty payment to the author. As a student, you are responsible for how you use course materials and must ensure that the rights of copyright holders are not violated by sharing them, posting materials online, etc. Student work and copyright Just like materials created by your instructor are protected by copyright, the things you create as a student are owned by you. For example, if your instructor uses TurnItIn to check for plagiarism in student papers, the University has an agreement with TurnItIn so that no papers are shared with that company and are only used to cross-reference. Audio and Video Recordings of Classes University of Missouri System Executive Order No. 38 lays out principles regarding the sanctity of classroom discussions at the university. The policy is described fully in Section 200.015 of the Collected Rules and Regulations. In this class, students may make audio or video

10

recordings of course activity unless specifically prohibited by the faculty member. However, the redistribution of audio or video recordings of statements or comments from the course to individuals who are not students in the course is prohibited without the express permission of the faculty member and of any students who are recorded. Students found to have violated this policy are subject to discipline in accordance with provisions of section 200.020 of the Collected Rules and Regulations of the University of Missouri pertaining to student conduct matters. Office for Civil Rights & Title IX Information: University of Missouri policies prohibit discrimination on the basis of race, color, national origin, ancestry, religion, sex, gender, gender identity, gender expression, sexual orientation, pregnancy, age, genetic information, disability and protected veteran status. Discrimination includes any form of unequal treatment such as denial of opportunities, harassment, and violence. Sex-based violence includes rape, sexual assault, unwanted touching, stalking, dating/interpersonal violence, and sexual exploitation. If you experience discrimination, you are encouraged (but not required) to report the incident to the MU Office for Civil Rights & Title IX. Learn more about your rights and options at civilrights.missouri.edu or call 573-882-3880. You also may make an anonymous report online. Students may also contact the Relationship & Sexual Violence Prevention (RSVP) Center, a confidential resource, for advocacy and other support related to rape or power-based personal violence at rsvp@missouri.edu or 573-882-6638, or go to rsvp.missouri.edu. Both the Office for Civil Rights & Title IX and the RSVP Center can provide assistance to students who need help with academics, housing, or other issues. Required Referral: Mizzou employees are required to refer all incidents of sex discrimination to the Office for Civil Rights & Title IX. The Office connects students with resources and helps them decide whether they wish to file a complaint of discrimination. To learn more, contact title9@missouri.edu or 573-882-3880, or go to civilrights.missouri.edu. Students with Disabilities: If you anticipate barriers related to the format or requirements of this course, if you have emergency medical information to share with me, or if you need to make arrangements in case the building must be evacuated, please let me know as soon as possible. If disability related accommodations are necessary (for example, a note taker, extended time on exams, captioning), please register with the MU Disability Center, S5 Memorial Union, 573-882-4696, and then notify me of your eligibility for reasonable accommodations. Religious Holidays Students are excused for recognized religious holidays. Let your instructor know in advance if you have a conflict. For more information on the University’s commitment to religious diversity, please visit https://diversity.missouri.edu/religions/ Intellectual Pluralism The University community welcomes intellectual diversity and respects student rights. Students who have questions concerning the atmosphere in this class (including respect for diverse opinions) may contact your faculty chair or associate dean; or the director of the Office of Students Rights and Responsibilities (http://osrr.missouri.edu/); the MU Equity

11

Office, or equity@missouri.edu. All students will have the opportunity to submit an anonymous evaluation of the instructor(s) at the end of the course. Professional Values and Competencies: The Accrediting Council on Education in Journalism and Mass Communications requires that, irrespective of their particular specialization, all graduates should be aware of certain core values and competencies and be able to:

• Understand and apply the principles and laws of freedom of speech and press for the country in which the institution that invites ACEJMC is located, as well as receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances;

• Demonstrate an understanding of the history and role of professionals and institutions in shaping communications;

• Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications;

• Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society;

• Understand concepts and apply theories in the use and presentation of images and information;

• Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;

• Think critically, creatively and independently; • Conduct research and evaluate information by methods appropriate to the

communications professions in which they work; • Write correctly and clearly in forms and styles appropriate for the communications

professions, audiences and purposes they serve; • Critically evaluate their own work and that of others for accuracy and fairness, clarity,

appropriate style and grammatical correctness; • Apply basic numerical and statistical concepts; • Apply current tools and technologies appropriate for the communications professions

in which they work, and to understand the digital world.