LED- DEVELOPING GROUPS AND TEAMS
LED-602 Developing Groups and Team July 2020 National University
Sean Horrigan, PhD Cell: 619-851-1891(feel free to text or leave VM) Sean.Horrigan@natuniv.edu (Indicate LED602 in the subject)
Course Description and Objectives
The formation and development of groups through effective leadership is the focus of this course. Team communication styles and roles within teams are examined. Strategies that foster creativity in groups are discussed. The impact of technology on teams and communication styles is evaluated. Students learn experientially about groups and teams and the impact of diverse ethical perspectives by participating in group activities and observing leadership in small groups.
Upon successful completion of this course, the student will be able to:
1. Compare and contrast theories of leadership within diverse groups and teams in varied organizational contexts.
2. Analyze the impact of ethical perspectives on practices within groups and teams. 3. Analyze the impact of technology on the leader and group interactions. 4. Integrate theories of leader-group relationships into real world situations and case studies.
Course Teaching and Learning Philosophy
This course is an examination of the primary scholarly and theoretical concepts related to group and team development with an emphasis on organizational leadership. Teaching methodology for the course will be consistent with university level scholarship, and will include: discussions, inquiry and analysis through written exercises, locating and reviewing scholarly research, and self-examination and reflection.
Course Communication and Participation:
LED 602 is designed to be asynchronous which means that content is available for students to complete at their own pace but within specific deadlines. Please do not think that this means I am unavailable to talk through aspects of the course with students at any time. It is my hope that in this course we create a constructive, generative, and open pathway of communication between all of us in order to hold a dynamic learning environment. This type of learning environment challenges and supports our collective learning and only works when we are engaged to the best extent possible.
Like many teachers, I enjoy my field of study and desire to see students think critically about what leadership is and how it is practiced on personal, organizational, and societal levels. As the instructor, my goal is to support you as best I can and invite engagement throughout the course. I also expect that if you are struggling that you will take the initiative to contact me so that we can identify strategies for improvement.
To support asynchronous learning, I will not hold Collaborate sessions but you are welcome to reach out to schedule a session with me at any point. Reaching out to the instructor does not need to only occur when there is a problem. I welcome students reaching out to discuss course content, degree programs, graduate writing skills, career goals, etc.
Students are also welcome to contact me through email, phone, text message, or virtual office discussion board whenever they have a question or more urgent concern.
It is expected that students will:
1. Log into the class a minimum of twice per week. 2. Be responsible for accessing all course material posted in Blackboard. 3. Notify the instructor immediately if technology problems prevent your participation in class and
seek assistance from the appropriate Help Desk to resolve the matter. 4. Acknowledge that failure to post responses and submit assignments by the due date will result in
receiving no credit for the work (exceptions only for documented emergencies).
Textbook:
Joining Together by Johnson 11th Ed. (2013)
Additional readings in the form of Virtual Lectures are posted on Blackboard each week.
The evaluation of all assignments in this course is based on the student’s ability to demonstrate an understanding, application, and analysis of various course reading material. Students should actively work to integrate assigned reading material into all assignments.
Course Requirements
• Civility in behavior and expression is required. Civility includes the consideration of ethics in how class members treat one another.
• Relying solely on examples from experience or on personal opinions is a strategy that will not yield passing credit. Linkage of course concepts is best demonstrated by discussing them (describe, relate, compare, contrast, etc.) and citing them, even if in the context of personal experiences or opinions. Students should understand that there is a difference between simply mentioning a concept and actually using that concept to analyze an experience or problem. Let’s work towards the latter.
• Students are expected to participate in all class activities, complete reading as scheduled, and turn in all assignments on time. Failure to do so will result in no credit.
• As this is a learning environment, an open exchange of ideas is expected. Questions and discussion are expected and encouraged; at a minimum, tolerance of alternative viewpoints is expected. Students are also expected to engage in dialogue as a learning exercise and skill development for exercising leadership.
• Submitted papers and other assignments are original (no part of the paper was used in another assignment or course), individual and your best effort. Plagiarism will not be tolerated and will result in a failing grade or further disciplinary action including expulsion.
Assignment Grading Percentages:
Threaded Discussions (4): 20%
Annotated Bibliographies (2): 20%
Mid-term Quiz: 20%
End of Course Quiz: 20%
Final Paper: 20%
*Failing to complete at least one appointment with the NU Writing Center will result in a 1/3 letter grade deduction. See description below
Course Grading (expressed as percentages):
A 96-100 B 84-86 C 74-76 D 64-66
A- 90-95 B- 80-83 C- 70-73 D- 60-63
B+ 87-89 C+ 77-79 D+ 67-69 F 00-59
Definition of Grades:
A Outstanding Achievement B Commendable Achievement C Marginal Achievement D Unsatisfactory Achievement F* Failing
Schedule of Assignments:
Topic Learning Outcome
Assigned reading Assignments Due by 11:59pm (PST) each Sunday
Week 1 The Study of Groups and Teams
1, 4 Joining Together Ch. 1 and 2 Virtual Lectures (PPT, Text, Video)
Discussion Board Annotated Bibliography #1
Week 2 Group and Team Development
1, 2, 4 Joining Together Ch. 3 and 4
Virtual Lectures (PPT, Text, Video)
Discussion Board Mid-term Quiz
Week 3 Influencing Groups and Teams
1, 2, 4 Joining Together Ch. 5 and 7 Virtual Lectures (PPT, Text, Video)
Discussion Board Annotated Bibliography #2
Week 4 Factors Influencing Group and Team Performance
1, 3, 4 Joining Together Ch. 9 and 10 Virtual Lectures (PPT, Text, Video)
Discussion Board End of Course Quiz Final Paper
*Virtual lectures are posted on the course website in the form of both typed short essays, short voice narrated PowerPoint, and instructor videos. Students should reference these as well as the primary textbook in ALL writing assignments.
*All assignments due by 11:59pm (PST) on Sunday of each week. No exceptions.
Discussion Board: This course is presented in four modules over a four-week period. Each one-week module will have its own set of materials (e.g. presentations, readings, and assignments). Given that a key component of the approach to learning in an online course is the dialogue among students, each module will be the focus of an internet-based discussion by students. Respond to the exercise prompt by 11:59 pm PST Thursday each week. Responses to other students’ posts are due by 11:59 pm PDT Sunday each week. Late submissions will not be accepted for threaded discussion postings. At least three postings a week will be made by each student: Grading of threaded discussion are based on the following considerations.
• Is the post timely, complete, and well written? • Is the post thoughtful and does it critically analyze the unique contributions of other students? • Does the post consistently link theory and practice in order to create new understandings and
considerations?
Quizzes:
Quizzes open on Thursday at 11:59pm (PST) in weeks 2 and 4 and are cumulative of material presented up to that point in the course. Quizzes are designed to evaluate a student’s comprehension of the material presented in the course during that respective week. The quiz will consist of multiple choice and true/false questions. Students will have 60 minutes to complete the quiz.
Annotated Bibliography:
Due in weeks 1 and 3, students will conduct a scholarly NU Library search based on a key term or theory identified in the weekly reading material (see options below). Identify three relevant articles and write a maximum 2page paper synthesizing what you have learned about the concept or theory as a result. APA format is required. If you are not familiar with how to write an annotated bibliography (which is common
for graduate students), you will find resources on Blackboard about how this form of writing in unique and how to complete this style of writing. This writing might include:
• Compare and contrast discussions/findings between articles and course readings • Identify research methods and challenges of studying the concept or theory • Implications for application or leadership practice in different contexts • Ongoing research needed on the concept or theory • What have you learned about leadership and group dynamics as a result of the readings?
*Note that summarizing articles will not yield a passing grade on the assignment. The course Blackboard cite will have resources that help you learn to write an academic annotation.
Choose One Key Term for Each Week to Research:
Week One:
• Sequential stage theories of group development • Action Research • Experiential Learning • Action Theory
Week Three:
• Influence • Power • Decision Making in Groups
Final Paper: Essay on the Practical Applications of Group Theory
Assume that you have decided to write a 4page article for a magazine that is read primarily by leaders in your field. You have decided to focus your article on the practical applications of group theory. You know that you will have to briefly explain the theory and research you are utilizing and that, consequently, that you will have to cite—and maybe even quote from—material you have read for class (including scholarly articles identified in the annotated bibliographies). But you also know that most of your readers are primarily interested in how any idea can help them be more effective in practical situations. Therefore, you understand that your article needs to keep the focus on action and be chocked full of examples of how theory of groups, teams, and leadership can be useful in real-world situations. Make sure your article is clearly organized and easy for your readers to follow.
Grading is based on the following:
• Data and Theory: connect details of a specific problem of practice to relevant theory presented in this course (40%)
• Analysis: generate workable recommendations, understand limitations to recommendations and present alternatives (30%)
• Quality of writing: graduate level writing and strict adherence to APA formatting (30%)
NU Writing Center Appointment
Students are strongly encouraged to attend at least one appointment with a Writing Center Consultant. Students are encouraged to be intentional about the use of these sessions by coming prepared with topics for advice. Common areas students seek assistance with include: accidental plagiarism (required); thesis statement and introductory paragraph; transitions and organization; APA and using source material; use of commas and punctuation; and sentence structure.
Standards and Grading for Written Work:
Written assignments will be graded on both process and content. The process of papers consists of grammar, punctuation, consistent thought, strong opening and closing statements that are appropriately linked and ideas that are supported with relevant content. The content encompasses the expression of authenticity, analysis, scholarship and meaning in your writing. Papers and additional assignments that require writing are used as assessments in this course. The instructor’s role is to evaluate the student’s learning in the course and therefore the instructor will grade assignments based on course criteria. Writing will be used in the assessment however this is not a course on writing and students should contact the Writing Center for support. In other words, the professor does not teach students how to write if they are not performing at a graduate level proficiency and will only assess the assignments for learning.
Consistent with the standards for written work established by National University and well-established criteria for graduate level scholarship, all written work submitted to complete course requirements must adhere to the guidelines established by the Publication Manual of the American Psychological Association, (6th Edition), otherwise known as the APA Style Manual. Students unfamiliar with APA style requirements should immediately contact the National University Writing Center and or NU library for direction and assistance.
Student papers will be submitted as a Microsoft word (.doc) document. All text should be double-spaced, use a Times New Roman 12-point font, left justified and include one-inch margins. Multiple pages should be secured with a staple in the upper-left corner. An “Abstract” or “Executive Summary” is neither required nor desirable for this particular course.
Students with Disabilities
National University complies with the Americans with Disabilities Act of 1990 and Section 504 of the Federal Rehabilitation Act of 1973. Students who have applied for and received accommodations for a disability from the Office of Scholarships and Special Services must make that fact known to the instructor at the first-class meeting so any necessary accommodation can be provided.
Diversity
Learning to work with and value diversity is essential in every academic program. Students are required to act respectfully toward other students and instructors throughout the course. Students are also expected to exhibit an appreciation for multinational and gender diversity in the classroom and develop management skills and judgment appropriate to such diversity in the workplace.
Ethics
Ethical behavior in the classroom is required of every student. Students are also expected to identify ethical policies and practices relevant to course topics.
Technology
Students are expected to be competent in using word-processing, spreadsheet, and presentation software in this course. Use of the internet and/or email may also be required.
Writing Across the Curriculum
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author’s work within the text and references at the end of the paper. Students are encouraged to use the services of the National University Writing Center when preparing materials. The instructor will be available to provide guidance and review of formal written assignments, prior to their submission to meet formal course requirements.
Writing Center
Assistance in meeting the written requirements for the course is available from the on-site and on- line Writing Centers. Students may submit drafts of papers and outlines to the writing assistants and meet with them to discuss strategies for improving their papers. More information is available from the NU Writing Center Web Page: http://www.nu.edu/Academics/StudentServices/WritingCenter.html.
Plagiarism
Plagiarism is the presentation of someone else’s ideas or work as one’s own. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course.