University of Alberta

Course Guide for SPH 581 Winter 2017

Basics of Leadership

Tuesdays, 5:00 to 7:50 PM: Refer to Attached Schedule Room: Edmonton Clinic Health Academy (ECHA) L1-220 Discussion / Break-out Rooms: ECHA L1-211 & L1-215



Professor: Louis Hugo Francescutti Teaching Assistant: Natasha Wilson 3-372 ECHA - School of Public Health [email protected] University of Alberta (c) 780-932-7187 [email protected]







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Course Description

Acknowledgments: Course originally developed by Dr. Ken Zakariasen and Neil E. Neary and is evolving in collaboration with students. Graduates of professional programs in Public Health will be expected by most employers to function in leadership roles at some point during their careers. While some individuals may appear to gravitate more innately toward such roles, leadership skills can be learned and understood by most individuals who want to serve successfully as leaders and who are willing to learn. This course is intended to provide students with an initial exploration of what leaders actually do, and with an understanding of the basic skill-set necessary for successful leadership on a continuing basis. We will also focus on what leadership is not about. John Kotter, a world-renowned professor at the Harvard Business School, has written that the difference between management and leadership is that management deals with organizational complexity while leadership deals primarily with change. Both are absolutely critical to the success of organizations, and those who serve primarily as leaders must also have management skills and those who serve primarily as managers must also have leadership skills to be effective in their respective roles. This course will focus on evidence-based leadership practices, particularly focusing on the leader as a change agent whose skills encompass leading change processes that result in real, positive, sustainable change in organizations. In any organization today the one thing that you can be assured of is that change will be a fact of ongoing organizational life. Change is healthy for both individuals and for organizations. This course will be a combination of reading and workbook assignments, class presentations, and class (Board) meetings which focus on developing hands-on experience with communicating in groups, negotiation and consensus-building, and the analyses of leadership practices. There will be 14 class sessions, each session being just under three hours in length. The activities and assignments for each session are detailed later on the course schedule. Objectives At the completion of this course, students will be able to: 1. Understand their levels of emotional intelligence, and intentionally change those behaviors they would like to strengthen to improve their leadership capabilities. 2. Analyze leadership effectiveness in themselves and others. 3. Continue the development of both their leadership and leadership analysis skills. 4. Begin practicing basic leadership skills in their work and personal lives. 5. Understand the positive learning, and the organization development and organizational culture changes that occur when leaders "lead with questions", and when this leads to the development of a learning culture. 6. Appreciate the value of communication skills developed through group meetings and peer evaluation, and to use these skills in their work. Emphasis will be placed on the development of effective presentation skills. 7. Understand and apply the basic leadership practices required to effect positive sustainable organizational change, initially in limited scope situations. 2

Competencies • Describe and explain the role of emotional intelligence as a significant influence on the effectiveness of leaders, and thus on their level of success. • Describe the importance of values-based leadership, the importance of identifying and living one's values, and the importance of a group or organization identifying their shared values. • Analyze leadership effectiveness in yourself and others, and understand how leadership effectiveness can be increased through changed or additional leadership behaviors. • Describe and apply the eight principles articulated in the book The Heart of Change relating to why people change, the concept of sustainable change, and the eight-phase process of change in an organization. • Identify, describe, give examples of, and know how to apply the five key practices of exemplary leaders that have been articulated by Kouzes and Posner in their book The Leadership Challenge, a book based on their leadership research findings over several decades. • Identify key aspects of the LEADS in a Caring Environment Framework and describe how it applies to leadership in the Canadian context. • Describe the concepts that change is a continuous phenomenon, that change is the prime focus for leaders, that as a successful leader, you must facilitate a shared vision within your organization for where it is going, and that you must enable the people within your organization to move that vision forward. • Describe the concept of leading through the use of positive questions, and describe how such leadership can lead to the development of a positive questioning culture. Course Evaluation Methods There are no examinations in SPH 581. You will each complete three group presentations, actively contribute in weekly group (Board) meetings, and participate in a course exit interview. Individual Student Evaluations Participation 20% Individual participation weekly group (Board) meetings 3 Team Presentations 60% (20% each) Shared group mark based on peer and instructor feedback Exit Interview 20% End of course Total 100% 3

Course Evaluation Midterm Evaluation As is the case with all SPH instructors, I am interested in improving the course. I need to hear from you in order to do that well. I will gather feedback and recommendations from you at the mid-point of the course, by asking a student to administer and deliver an anonymous course evaluation back to the instructor(s). Final Evaluation Following completion of the course, you will receive a standardized summative evaluation. Course evaluations will be done online by Test Scoring and Questionnaire Services. An invitation to participate in the survey is emailed to each student. One email will be sent for each start date, i.e., if a student has surveys with different start dates, they will receive multiple messages. Note that the message includes a login button. The University of Alberta Grading System The University of Alberta uses a letter grading system with a four-point scale of numerical equivalents for calculating grade point averages. Grades reflect judgments of student achievement made by instructors. These judgments are based on a combination of absolute achievement and relative performance in a class. Some instructors assign grades as intervals during the course and others assign marks (e.g. percentages) throughout the term and then assign a letter grade at the end. Instructors must adapt their approaches to reflect the letter grading system. Grade distribution should reflect those shown in this document. (EXEC 03 FEB 2003) Descriptor Excellent

Good Satisfactory Failure

Grading in Graduate Courses Letter Grade Grade A+ A AB+ B BC+ C CD+ D F

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Point Value 4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.0

Academic Integrity Plagiarism is a serious offence. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.ualberta.ca/CodeofStudentBehaviour) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. University of Alberta policy about course outline can be found in Section 23.4(2) of the University Calendar. (GFC 29 SEP 2003) Detailed Class Outline by Week

Schedule, Class Activities and Assignments

Class Times and Location: Selected Tuesdays, 5:00 - 7:50, ECHA L1-220

January 10 – Week 1: Orientation Course introduction and organization, getting to know each other, course assignments and grading, individual Board skills matrix --------------------------------------------------------------------------------------------------------------- January 17 – Week 2: Communication • Board meeting • Guest lecture: Jeff De Roche on presentation skills • Course expectations review Preparation for January 17: 1) Read How to Get Your Point Across in 30 Seconds or Less 2) Less is More, by Manuel Mah --------------------------------------------------------------------------------------------------------------- 5

January 24 – Week 3: Emotional Intelligence • Board Meeting • Emotional Intelligence presentation and group activities • Peer feedback

Preparation for January 24: 1) Read Emotional Intelligence 2.0 and complete self-assessment 2) Review Health Leadership Capabilities Framework 3) Review Key Points to Leadership Growth 4) Review LEADS – Lead Self Executive Summary --------------------------------------------------------------------------------------------------------------- January 31 – Week 4: Increase Urgency • Board Meeting • Team Presentation on Increase Urgency (20%) • Peer feedback Preparation for January 31: 1) Read Heart of Change Introduction and Chapter 1 2) Read Leadership Challenge Chapters 1, 2, 6 3) Heart of Change Workbook: Introduction and Chapter 1 --------------------------------------------------------------------------------------------------------------- February 7 – Week 5: Build the Guiding Team • Board Meeting • Team Presentation on Build the Guiding Team (20%) • Peer feedback Preparation for February 7: 1) Read Heart of Change Chapter 2 2) Read Leadership Challenge Chapters 5, 6 3) Heart of Change Workbook: Chapter 2 --------------------------------------------------------------------------------------------------------------- February 14 – Week 6: Get the Vision Right • Board Meeting • Team Presentation on Get the Vision Right (20%) • Peer feedback 6

Preparation for February 14: 1) Read Heart of Change Chapter 3 2) Read Leadership Challenge Chapter 4 3) Heart of Change Workbook: Chapter 3 --------------------------------------------------------------------------------------------------------------- February 21 – Reading Week 1) Relax! 2) Recalibrate! 3) Refocus! --------------------------------------------------------------------------------------------------------------- February 28 – Week 8: Communicate for Buy-In • Board Meeting • Team Presentation on Communicate for Buy-In (20%) • Peer feedback Preparation for February 28: 1) Read Heart of Change Chapter 4 2) Read Leadership Challenge Chapters 3, 8, 9 3) Review LEADS – Develop Coalitions Executive Summary 4) Heart of Change Workbook: Chapter 4 --------------------------------------------------------------------------------------------------------------- March 7 – Week 9: Enable Action • Board Meeting • Team Presentation on Enable Action (20%) • Peer feedback Preparation for March 7: 1) Read Heart of Change Chapter 5 2) Read Leadership Challenge Chapters 8, 9 3) Review LEADS – Engage Others Executive Summary 4) Heart of Change Workbook: Chapter 3 --------------------------------------------------------------------------------------------------------------- March 14 – Week 10: Create Short-Term Wins • Board Meeting • Team Presentation on Create Short Term Wins (20%) • Peer feedback 7

Preparation for March 14: 1) Read Heart of Change Chapter 6 2) Read Leadership Challenge Chapter 7 3) Heart of Change Workbook: Chapter 6 --------------------------------------------------------------------------------------------------------------- March 21 – Week 11: Don’t Let Up • Board Meeting • Team Presentation on Don’t Let Up (20%) • Peer Feedback

Preparation for March 21: 1) Read Heart of Change Chapter 11 2) Read Leadership Challenge Chapter 10, 11 3) Review LEADS – Achieve Results Executive Summary 4) Heart of Change Workbook: Chapter 7 --------------------------------------------------------------------------------------------------------------- March 28 – Week 12: Make Change Stick • Board Meeting • Team Presentation on Make Change Stick (20%) • Peer Feedback Preparation for March 28: 1) Read Heart of Change Chapter 8, Conclusion 2) Read Leadership Challenge Chapters 10, 11, 12 3) Review LEADS – System Transformation Executive Summary 4) Heart of Change Workbook: Chapter 8, 9 --------------------------------------------------------------------------------------------------------------- April 4 – Week 13: Leadership Panel & Exit Interviews "Leaders’ Challenges": A question, answer and discussion forum with experienced leaders. Preparation for April 4: No additional preparation required. Just remember what you've learned during the course, and ask good questions! --------------------------------------------------------------------------------------------------------------- April 11 – Week 14: Let’s Celebrate! Group activity to be determined by class. 8

Course Schedule at a Glance Week Topic

Class Activity

1

January 10

Course Orientation

2

January 17

Communication

3

January 24

Emotional Intelligence

4

January 31

Step 1: Increase Urgency

5

February 7

Step 2: Build the Guiding Team

6

February 14

Step 3: Get the Vision Right

7

February 21

8

February 28

Step 4: Communicate for Buy-In

9

March 7

Step 5: Enable Action

10

March 14

Step 6: Create Short-Term Wins

11

March 21

Step 7: Don’t Let Up

12

March 28

Step 8: Make Change Stick

13

April 4

Leadership Panel & Exit Interviews

14

April 11

Let’s Celebrate!



Introductions, Course overview, Board and governance review Guest Lecture, Board meeting, group presentation assignments Board meeting, presentation, peer feedback Board meeting, team presentation, peer feedback Board meeting, team presentation, peer feedback Board meeting, team presentation, peer feedback

Reading Week Board meeting, team presentation, peer feedback Board meeting, team presentation, peer feedback Board meeting, team presentation, peer feedback Board meeting, team presentation, peer feedback Board meeting, team presentation, peer feedback Students to determine group activity

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Required textbooks: These books can be purchased (e.g., Amazon.ca), borrowed or accessed electronically from a library. However, the important is to have them available throughout the term. You will need them for both the initial assigned readings and as continuous reference texts during the writing of your papers. Any edition of these books is suitable. 1. Bradberry, T: Emotional Intelligence 2.0, TalentSmart, 2009. (Important in terms of taking the Emotional Intelligence self-assessment that comes with purchase) 2. Cohen, Dan S. The Heart of Change Field Guide. 1st ed. Boston, Mass.: Harvard Business School Press, 2005. Print. 3. Frank, Milo O. How to Get Your Point Across in 30 Seconds--Or Less. 1st ed. New York: Simon and Schuster, 1986. Print. 4. Kotter, John P and Dan S Cohen. The Heart of Change. 1st ed. Boston, Mass.: Harvard Business School Press, 2002. Print. 5. Kouzes, James M and Barry Z Posner. The Leadership Challenge. 5th ed. San Francisco: Jossey-Bass, 2012. 10

SPH 581 Leadership - Student Class Presentation Marking Guide DATE: PRESENTERS: TOPIC:

_____________________________________ _____________________________________ _____________________________________

CONTENT: Do you feel the presenters have mastered the content?

___/20

Did the students use appropriate resources to provide an in-depth presentation of the subject matter?

___/15

Have the students considered relevant examples that reflect an understanding and depth of the subject matter presented?

___/15

PRESENTATION: Did the presentation style match the topic chosen?

___/10

Have the presenters simplified the material & made it interesting?

___/10

Did the students actively capture & keep the audience’s attention?

___/10

Did the overall presentation look / sound / feel professional?

___/10

Did the students generate meaningful and interactive discussion with the class?

___/10 Total: ____/100

ADDITIONAL COMMENTS:



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