ED_511.01_CDSE_Final_LDS_10302013.pdf

Defense Security Service

Leadership in DoD Security

—Detailed Course Design Document—

FINAL VERSION

September 19, 2013

Document Version

Author Version Date C2 1.0 3/25/2013 C2 1.1 9/19/2013

Table of Contents

SYLLABUS

COURSE DESIGN PLAN

Lesson 1: The Nature of Leadership ................................ Error! Bookmark not defined.

Lesson 2: The Leader’s Role in the Organization

Lesson 3: Organizational Culture .................................. Error! Bookmark not defined.9

Lesson 4: Security’s Role in the Defense Enterprise ....... Error! Bookmark not defined.8

Lesson 5: Analyzing Organizational Behavior ................. Error! Bookmark not defined.3

Lesson 6: Midterm Examination

Lesson 7: Tools of Effective Leadership .......................... Error! Bookmark not defined.4

Lesson 8: Your Leadership Philosophy ......................... Error! Bookmark not defined.20

Lesson 9: Building a High-Performance Team .............. Error! Bookmark not defined.33

Lesson 10: Maximizing Your Leadership Contributions ... Error! Bookmark not defined.8

Lesson 11: The Leader as Advocate ............................. Error! Bookmark not defined.65

Lesson 12: Our Changing Environment ........................ Error! Bookmark not defined.81

Lesson 13: Change and the Organization .................... Error! Bookmark not defined.97

Lesson 14: Applying Change Theory ............................ Error! Bookmark not defined.12

Lesson 15: Planning for Change .................................. Error! Bookmark not defined.30

Final Essay Exam ............................................................. Error! Bookmark not defined.

Defense Security Service Center for Development of Security Excellence

SYLLABUS

COURSE DESIGN PLAN

Professor: Michael L. Mosier Telephone Number: 719-302-0928 Office Location: Colorado Springs, Colorado Office Hours: By appointment only. Please contact the instructor via Sakai.

Email: mikemosier@comcast.net

COURSE DESCRIPTION/OVERVIEW:

This graduate-level course will provide an educational opportunity for mid-career security specialists to gain in-depth knowledge, skills, and understanding of leadership principles and skills needed to support Department of Defense security programs. It is designed to help prepare the senior security manager for increasing leadership responsibilities in support of DoD security programs.

This course examines dimensions of leadership styles, concepts, and principles of leadership and how these apply to leadership in Defense Security. It addresses communication in problem-solving processes, leadership skills and management, and roles of leadership in complex wartime and peacetime environments. While giving the students a solid theoretical foundation, Leadership in Defense Security will also provide students with the practical tools and strategies necessary for survival in today’s dynamic environment.

The course includes case studies and other methods of instruction that facilitate in-depth analysis of complex issues related to leadership in support of Defense security programs, and is built upon a student-centered learning approach. Through the collaborative nature of the online experience, students will be able to debate the lesson material critically, exchange ideas, expand their perspectives, and take away lessons relevant to their own experience and needs.

CREDITS CONFERRED: This course is designed to be the equivalent of three semester hours. Accreditation is pending.

PREREQUISITE: None; however, Writing and Communication Skills for Security Professionals (CDSE ED 201) is strongly recommended.

STUDENT OUTCOMES/OBJECTIVES:

This course is designed to enable students to:

1. Analyze the major leadership theories and their relationship to mission performance in the Defense Security work environment.

2. Develop and defend strategies for applying organizational dynamics to overcome barriers to organizational performance.

3. Given leadership challenges to mission accomplishment, propose and justify strategies to overcome challenges that employ practical tools of leadership.

4. Create and defend a personal philosophy for leading effectively that expresses the student’s values and commitment.

5. Evaluate the effectiveness of change management strategies to create buy-in and implement lasting change in an organization.

6. Formulate and defend an approach for solving a leadership challenge based on the tools and strategies presented in this course.

DELIVERY METHOD/COURSE REQUIREMENTS:

Leadership in Defense Security is a graduate-level course in leadership for mid-level Security supervisors. Since many students who enter the course may be specialists, rather than generalists, one goal of this course is to broaden the student’s understanding of the leadership environment and the complexity of the DoD enterprise. This broad, enterprise-wide view will help prepare our students for the strategic challenges of senior leadership.

The academic framework for Leadership in Defense Security uses a building block approach, starting with leadership theory and concepts as a foundation, and then providing opportunities for synthesis and application in real-world situations through the use of case studies. In addition to establishing a solid academic foundation for understanding leadership, this course will also provide practical tools that the student can apply immediately in his or her current job.

The 16-week course is divided into three basic parts (see Figure 1, p. 4).

Part I Examine the Foundation (Lessons 1–5) examines the foundational principles of leadership, to include basic leadership theory, the role of the leader in the organization, the environment in which the Security executive leads, organizational culture and behaviors, and how they relate to today’s security challenges. Students will analyze the role security plays in the DoD enterprise. They will also apply principles and tools of organizational dynamics to overcome barriers to mission performance.

Part I is followed by the mid-term exam (Lesson 6), which will require students to analyze a case study and apply what they’ve learned in Part I.

In Part II Explore Strategies (Lessons 7–11), the student will explore key strategies for effective leadership, such as communication, emotional intelligence, techniques for dealing with interpersonal and intergroup conflict, negotiation, trust and accountability, mentoring, and leveraging diversity in the workforce. Students will also examine techniques for building and wielding influence, networking, building employee engagement, applying political savvy, and becoming an effective mission advocate.

Part II will include a requirement for the student to articulate a personal leadership philosophy: a statement of values and commitments that will guide his or her conduct and convey expectations of him or herself and his/her employees.

In Part III Evaluate and Apply Strategies (Lessons 12–15), the student will focus on leading in today’s dynamic environment. The nature and impact of evolutionary and revolutionary change will be examined, as well as how to lead change effectively in DoD organizations. Part III will conclude with a case study of leadership in change management that will require the student to synthesize the strategies presented in Parts II and III, built around the challenge of leading a major change initiative in an organization.

The final exam Analyze Strategies (Lesson 16) will test the student’s mastery of the course objectives through an essay assignment focused on a scenario-based challenge.

The instructional methodologies will consist of the following:

• Assigned readings in periodicals and course textbooks

• Online responses to weekly Discussion Questions

• Replies to other students’ responses

• Feedback and comments from the instructor on students’ responses and replies

• Self-assessments in key leadership areas, such as Leadership Practices and Personal

Values.

• Mid-Term Exam requiring the student to analyze a case study and apply the concepts presented in Lessons 1–5

• A personal leadership philosophy statement

• A change management case study assignment (Lesson 15) requiring the student to apply the strategies presented in Lessons 7–14

• A comprehensive Final Exam essay, requiring students to develop and justify a leadership solution to a given scenario.

Figure 1. Course at a Glance

For lessons 1-5 and 7-14, the student will read the lesson narrative and will complete the additional required lesson material which will consist of scholarly readings by thought leaders in Organizational Development, and in some cases, videos. Optional materials are provided for those students who wish to explore a topic more deeply.

After completing the required work, students will respond in the Forum to a weekly discussion question. Students will submit an initial Forum Post and during the lesson week will also be required to analyze and respond critically to at least two other student’s initial Forum Posts. The instructor will provide comments and feedback according to the grading rubric to the initial Forum Post and will respond to Subsequent Posts via the discussion forum as appropriate. The initial Forum Post will be graded. To help sharpen their communication skills as well as synthesize lesson concepts, students will be tasked with essay assignments in Lessons 6 (Mid-Term) and 16 (Final Exam), a case study in Lesson 15, and a short leadership philosophy statement in Lesson 8. All work will be conducted through the Sakai Collaborative Learning Environment (CLE).

COURSE OUTLINE:

The following chart summarizes the 16-week course agenda.

Week/Lesso n Dates Specific Areas of Study Assignments

Due Date (Midnight

ET)

Part I: Examine the Foundation

1. The Nature of Leadership

1/6/14 – 1/12/14

• Introduction to Course

• What Is Leadership?

• Great Leader Behaviors

• The Role of

Followership

• Leader Motivation: Why

Would People Want to Lead?

• Strategic vs. Tactical Leadership

• Complete required readings and video

• Participate in weekly discussion:

Forum Post - Parts I, II (ungraded icebreaker), III

1/9/14

2. The Leader’s Role in the Organization

1/13/14 1/19/14

• The Critical Functions:

Leadership, Management and Administration

• What Motivates People:

Implications for Leaders

• Using Your Position Responsibly: Leadership and Ethics in Government Service

• Complete required readings and video

• Participate in weekly discussion:

Forum Post

1/16/14

3.

Organization al Culture

1/20/14 1/26/14

• What is Organizational Culture?

• Advantages and Disadvantages of Organizational Culture

• The DoD Culture

• Complete required readings

• Participate in weekly discussion:

Forum Post

1/23/14

4. Security’s Role in the

1/27/14

– 2/2/14

• The Defense Enterprise

• Security Support to the required 1/30/14

Week/Lesso n Dates Specific Areas of Study Assignments

Due Date (Midnight

ET)

DoD Enterprise

DoD Enterprise

• Security in the Multi-

National/Coalition Environment readings

• Participate in weekly discussion:

Forum Post

5. Analyzing Organization al Behavior

2/3/14 – 2/9/14

• Organizational Components

• Four Methods for Understanding Organizational Dynamics

• Management and Leadership Levers

• Barriers to Organizational Performance

• Complete required readings

• Participate in weekly discussion:

Forum Post

2/6/14

6. Mid-Term Exam

2/10/14 2/16/14

• Case Study: Measures to Motivate Exceptional Service

• Exam will be available for viewing 7 days prior to the due date.

• Essay Assignment

• Submit to the instructor through the Assignment link in the course materials in the Collaborative Learning Environment.

2/16/14

Part II: Explore Strategies

7. Tools of Effective Leadership

2/17/14 2/23/14

• Emotional Intelligence

• Communication Style

• Dealing with

Interpersonal and Intergroup Conflict

• Effective Negotiation

• Complete required readings

• Participate in weekly discussion:

Forum Post

2/20/14

8. Your Leadership

2/24/14

– 3/2/14

• Developing Your Leadership Philosophy required 2/27/14 n Dates Specific Areas of Study Assignments

Due Date (Midnight

ET)

Philosophy • Living Your Leadership Philosophy readings

• Participate in weekly discussion:

Forum Post – Parts I and II (ungraded)

• Complete the Personal Values and Leadership Practices self-assessments

9. Building a High- Performance Team

3/3/14 – 3/9/14

• Team Building

• Issues in Team

Performance

• Diversity and

Organizational Performance

• Building a Culture of Inclusion

• Mentoring

• Complete required readings

• Participate in weekly discussion:

Forum Post

3/6/14

10.

Maximizing Your Leadership Contribution s

3/10/14 3/16/14

• Employee Engagement:

The Key to Organizational Performance

• Building Trust

• Leader Behavior required readings and video

• Participate in weekly discussion:

Forum Post

3/13/14

11.

The Leader as an Advocate

3/17/14 3/23/14

• The Importance of Relationships

• The Role of Political Savvy

• Building and Wielding Influence

• Complete required readings and video

• Participate in weekly discussion:

Forum Post

3/20/14 n Dates Specific Areas of Study Assignments

Due Date (Midnight

ET)

Part III: Evaluate and Apply Strategies

12.

Our Changing Environment

3/24/14 3/30/14

• Our Operating Environment: Volatile, Uncertain, Complex and Ambiguous

• The Nature and Impact of Change

• The Basis for Organizational Change

• Roadblocks to Organizational Change

• Complete required readings

• Participate in weekly discussion:

Forum Post

3/27/14

13.

Change and the Organization

3/31/14

– 4/6/14

• Anticipating Future Conditions and Trends

• Succeeding in a Changing World

• Managing Change vs.

Leading Change

• Change and the Six Steps to Great Leadership

• Complete required readings

• Participate in weekly discussion:

Forum Post

4/3/14

14.

Applying Change Theory

4/7/14 – 4/13/14

• Understanding Forces That Drive and Restrain Change

• People and Change

• Buy-In: Moving People from Complacency to Active Cooperation

• Models of Change

• Complete required readings and webinar

• Participate in weekly discussion:

Forum Post

4/10/14

15.

Planning for Change

4/14/14 4/20/14

• Case Study: Planning for Change

• Essay response to case study questions

• Submit to the instructor through the Assignment link in the course materials in the

4/17/14 n Dates Specific Areas of Study Assignments

Due Date (Midnight

ET)

Collaborative Learning Environment.

Analyze Strategies

16.

Final Exam

4/21/14 4/27/14

• Develop and Defend Strategies for Leading in a New Organization

• Final Exam will be available 14 days before the due date

• Comprehensiv e Course Essay Assignment

• Submit to the instructor through the Assignment link in the course materials in the Collaborative Learning Environment.

4/27/14

GENERAL COURSE REQUIREMENTS:

By enrolling and participating in this course, students agree to comply with the following terms and conditions of the course:

1. Honor Policy: Students agree in good faith to conform to the instructions and restriction of this course, including but not limited to instructions given regarding exams, assignments, essays, and discussion questions. Students agree that if their postings to discussion questions are late, that they may not read other students posts or the instructor’s posts until after they have made their own initial posts.

After reading the syllabus, students will send a message in SAKAI to the instructor indicating that they have read and fully understand it.

1. Assignment Schedule

• Generally, students’ Initial Posts to the weekly Forum Post discussion questions will be due no later than Thursday at midnight (EST). Since the Initial Posts are graded, students are expected to apply their greatest effort and quality of thought to them.

Students with duty hours during a regular Monday-Friday workweek are encouraged to begin working on the upcoming new Lesson the weekend before the new weekly lesson begins.

• Students may not collaborate with other persons on the initial response to the graded Forum Post discussion questions (Lessons 1 – 5 and 7 – 14), the Mid-Term Exam (Lesson 6), the Case Study (Lesson 15), or the Final Exam (Lesson 16).

• In the first week, the student should read the lesson material and go to the Forum area and, Select the Week 1 discussion, and submit

• A personal introduction, as per the instructions for Part I and a response to Part

II (both parts are ungraded).

• A response to the weekly Forum Post discussion question (Part III) (graded).

• Subsequent week’s responses to discussion questions will be submitted in the appropriate weeks’ Forum areas.

• Unless permission is obtained from the instructor beforehand, students must not submit Initial Posts or Subsequent Posts in a particular week’s discussion area before the scheduled week of the lesson. For example, a response to the Week 3 discussion question should not be posted during Week 2. There is a dynamic aspect to the course, with each week building on the next, and this would circumvent this purpose.

• Students will be required to reply to two other students’ Initial Posts. These Subsequent Posts will be due no later than Sunday at midnight (Eastern Time).

Subsequent Posts should be used as an opportunity to challenge others’ positions and present different perspectives grounded in good reasoning and support.

• During the Mid-Term and Final Exam weeks:

• The essay assignment for the Mid-Term will be due no later than Sunday at midnight Eastern Time. The Mid-term exam will be available for viewing 7 days prior to the due date.

• The essay assignment for the Final exam will be due no later than midnight on the final class day. The Final exam will be available for viewing 14 days prior to the due date.

• Since the course is structured around weekly discussions, it will be critical for students to keep up with the readings and to participate in class. Generally, students are expected to meet the above requirements unless prior approval is obtained from the instructor after the student has provided justification via the Sakai message system 24 hours in advance of the due time/date. After the first lesson, a student who does not comply with a deadline without providing good justification beforehand may expect an appropriate deduction in points for the assignment, as determined by the instructor. This policy does not apply to unexpected TDYs, deployments, emergencies, or other unforeseen events, which should be coordinated with the instructor as soon as practical. The aim is to keep the student on track but to be flexible, recognizing the student’s professional demands.

2. Responses to Other Student Posts

• Each student will be required to reply/respond to two other students’ Forum Posts.

In these Subsequent Posts, students are required to address their classmates by name. Also, all students should include their names at the bottom of their postings—no “anonymous” postings will be accepted.

• A key aim is to develop a stimulating back-and-forth discussion, taking advantage of insights and expertise that exist among the students. If students read through all of the discussion threads, take the time to reflect, and then provide a thoughtful reaction to their classmates’ Initial Posts, they will find the course to be an enriching experience.

• Just as with Initial Posts, in Subsequent Posts the instructor will look for well-supported, thoughtful positions that help enrich the overall discussion.

• The instructor will reply as necessary to Student Posts to help keep the discussion on track and keep the level of critical thinking high.

3. Citations. In initial Forum Posts, Subsequent Posts, and Essay Assignments, students who paraphrase an author’s work must use proper source citation. If the student uses another author’s actual language, quotation marks around the language should be used. Students with questions about proper attribution should consult The Chicago Manual of Style, 16th Edition (http://www.chicagomanualofstyle.org/home.html). Students may prefer to use the Air University (AU) Style and Author Guide, which is based on The Chicago Manual of Style, yet is less comprehensive and contains military-related terms. The AU Style and Author Guide is available at http://www.au.af.mil/au/awc/awcgate/style/styleguide.pdf.

4. Group Discussions. At the discretion of the instructor, a class of more than 12 students may be divided into groups for purposes of discussion. Unless specified otherwise, students should reply to discussion threads only within their assigned groups.

5. Communication between Student and Instructor. The CLE email system will be the primary method that the instructor and the student will use to communicate with each other on a one-on-one basis.

6. CLE Problems. Students are required to print and keep hard copies of all their

Initial Posts and Essay Assignments in the event that a problem occurs with the CLE or another software problem. Should a problem arise, the instructor will email each student with appropriate instructions.

INCORPORATION OF STUDENT FEEDBACK:

The course instructor will provide multiple opportunities for students to provide constructive feedback on course delivery and content over the period of the course.

Students will be afforded the opportunity to provide written feedback following each assignment, to include general feedback on the course, or specific feedback on an individual assignment. Online feedback is also encouraged throughout the course, either through email or a course web forum.

Students will receive feedback from the instructor on both non-graded and graded activities.

NON-GRADED ACTIVITIES:

1. Icebreaker (Lesson 1) In the Icebreaker discussion, students will introduce themselves and lay the foundation for a study of great leader behaviors by answering the questions “Who was your best boss? Who was your worst boss? How did his or her behavior affect your performance?”

2. Leadership Philosophy Statement (Lesson 8) In Lesson 8, students will explore the connection between leadership philosophy and organizational performance. Their non-graded assignment for this lesson will be a personal leadership philosophy statement that can be delivered in 60–90 seconds (approximately 150 words).

GRADED EVENTS:

1. Weekly Forum Posts (Discussion Questions) (35%):

Grading of class participation will be based primarily on each student’s Initial Posts, which are responses to Forum Post discussion questions. The instructor may consider the quality of the Subsequent Posts in borderline cases; however, the Initial Post is the primary evaluation item. This approach encourages students to give thoughtful and well-supported replies, and raises the overall level of discourse. Grading of the Initial Posts will be guided by an examination of whether the posts:

• Are directly responsive to the Discussion Question(s) posed by the instructor

• Demonstrate critical thinking skills that go beyond merely restating the material learned in the course; for example, demonstrating the ability to synthesize the material and to apply the assigned reading creatively to new situations and new contexts

• Clearly communicate a position within the specified word limit

• Support the student’s position with good reasoning, as well as specific detail, examples, logical analysis, and/or authoritative sources where appropriate

• Show proper source citation and formatting

• Demonstrate an ability to stimulate further discussion among classmates

2. Mid-Term Exam: Essay Assignment (20%)

The mid-term exam (Lesson 6) will consist of an essay question provided by the instructor covering the first five lessons in the course. Students will have one week to complete the essay, which will require students to apply what they’ve learned in Part I to a case study. Students may not collaborate with other persons on the essay. The grading rubric for the Essay Assignment is included at the end of this section.

3. Part III: Essay Assignment (15%)

In Lesson 15, students will be required to apply the leadership strategies presented in Lessons 7–14 to a change management case study. Students may not collaborate with other persons on this Essay Assignment.

4. Final Exam: Essay Assignment (30%)

There will a comprehensive Essay Assignment on a topic assigned by the instructor.

Students may not collaborate with other persons on the Essay Assignment. The grading rubric is included at the end of this section. Students will have one week to complete the final exam.

GRADING RUBRICS:

The following rubric will be used for grading Initial Posts to Discussion Questions in this course. The Initial Posts for each week will receive up to 100 points, based on this rubric.

Knowledge – Content 60% Points ___/60

• Covers all key elements of the assignment

• Demonstrates a complete understanding of concepts presented in course material

• Is comprehensive and accurate

• Is insightful and reflective

• Develops a central theme or idea

• Displays active engagement

• Demonstrates the ability to analyze and synthesize the comments of others

• Contributes to and encourages additional discussion

Comments:

Presentation – Writing and Style 25% Points Earned ___/25

• Tone is appropriate to the content and assignment.

• Organization is logical

• Main points are clearly stated and supported by specific details, examples, and/or analysis

• Sentences are well-constructed, complete, clear, and concise

• Grammar, structure, spelling, and punctuation are correct

• Topic and transition sentences maintain the flow of thought

Comments:

Administrative 15% Points Earned ___/15

• Completed within the prescribed timelines

• Conforms to prescribed word limits

• Conforms to any additional instructions provided

Comments

• Uses citations where required and complies with the assignment administrative guidelines

Total = 100 % Points Earned ___/100

Summary/Additional Comments:

The following rubric will be used for grading Essay Assignments in this course. Each essay will receive up to 100 points, based on this rubric.

Knowledge – Content 60% Points ___/60

• Covers all key elements of the assignment

• Demonstrates a complete understanding of concepts presented in course material

• Is comprehensive and accurate (no factual errors)

• Is insightful and reflective

• Develops a central theme or idea

• Displays active engagement

• Demonstrates the ability to analyze the ideas of others

Comments:

Presentation – Writing and Style 25% Points Earned ___/25

• Tone is appropriate to the content and assignment

• Organization is logical; thesis is clear

• The introduction includes a clear thesis and previews main points of the paper/essay

• The body:

o Develops thesis o Includes clearly stated main points o Is comprehensive and accurate (no factual errors) o Is insightful and reflective o Effectively uses details, examples, and/or analysis

• The conclusion flows from the body of the paper and reviews main points of the paper/essay

• Grammar:

o Grammar, structure, spelling and punctuation are correct

• Comments:

o Sentences are well-structured, complete, clear, and concise o Topic and transition sentences are used and organize/maintain the flow of thought

Administrative 15% Points Earned ___/15

• Completed within the prescribed time limits

• Conforms to prescribed word limits

• Conforms to any additional instructions provided

• Includes appropriate formatting: title page, tables, appendices, reference page, etc., in accordance with assignment administrative guidelines

• Uses citations where required and complies with the assignment administrative guidelines

• Bibliography is complete and complies with AU Style Guide or Chicago Manual of Style

Comments:

Total = 100% Points Earned ___/100

Summary/Additional Comments:

GRADING SCHEME:

A score of less than 80% may be acceptable on individual assignments, but a final cumulative score of 80% or higher is required to pass the course.

Letter grades will be assigned according to the following scheme.

A 93.0 – 100.0% A- 90.0 – 92.9% B+ 87.0 – 89.9% B 83.0 – 86.9% B- 80.0 – 82.9% C 70.0 – 79.9% D 60.0 – 69.9% F less than 60.0%

CLASS FEEDBACK ANNOUNCEMENTS:

In addition to the feedback provided in the non-graded and graded events, each week the instructor will post a class feedback announcement, noting general trends, group strengths, and areas needing improvement.

COURSE TEXTBOOKS AND ARTICLES:

The following textbooks will be used for the course. All texts are readily available from bookstores or online sources, in either hardcopy or electronic versions. Approximate cost of these four texts in paperback is $115.00 (source: amazon.com).

1. Bennis, Warren G. On Becoming a Leader. Cambridge: Perseus Books, 2003.

2. Schein, Edgar H. Organizational Culture and Leadership, Fourth Edition. San

Francisco: Jossey-Bass, 2010.

3. Schermerhorn, John R., Osborn, Richard N., Hunt, James G., and Uhl-Bien, Mary.

(2010). Organizational Behavior, Eleventh Edition. New York, NY: John Wiley & Sons, Inc.

4. Wilson, James Q. Bureaucracy: What Government Agencies Do and Why They Do It.

New York: Basic Books, 1989.

The following articles will be used for the course. Articles 1 – 7 are available through Harvard Business Review. The approximate cost of these articles is $48.65.

1. Kelly, Robert E. (1988). “In Praise of Followers.” Harvard Business Review, November 1988.

2. Kotter, John P. (2001). "What Leaders Really Do." Harvard Business Review, December 2001.

3. Zaleznik, Abraham. (2004). “Managers and Leaders: Are They Different?”

Harvard Business Review, January 2004.

4. Heineman, Ben W. (2007). "Avoiding Integrity Land Mines." Harvard Business Review, April 2007.

5. Kotler, Philip, Neil Rackham, and Suj Krishnaswamy. (2006). "Ending the War between Sales and Marketing." Harvard Business Review. July–August 2006.

6. Groysberg, Boris, and Michael Slind. (2012). "Leadership Is a Conversation."

Harvard Business Review, June 2012.

7. Kotter, John P., and Leonard A. Schlesinger. (2008). "Choosing Strategies for Change." Harvard Business Review, July–August 2008.

Required readings for the lessons will include both excerpts from the textbooks and articles, and readings from publicly accessible online resources. Links embedded in the Required / Optional Lesson Material will direct students to these resources.

Lesson 1: The Nature of Leadership

Introduction and Objectives

Course Overview Welcome to Leadership in DoD Security. This course is divided into three parts:

• Part I examines the foundational principles of leadership, including basic leadership theory, the role of the leader in the organization, the environment in which the Security Executive leaders function, organization culture and behaviors, and the ways in which all of these relate to today’s security challenges.

• Part II explores key strategies for effective leadership, including communication, emotional intelligence, techniques for dealing with interpersonal and group conflict, negotiation, trust and accountability, mentoring, and leveraging diversity in the workforce.

• Part III focuses on leading in today’s dynamic environment; this section examines the nature and impact of evolutionary and revolutionary change and discusses how to lead change effectively in DoD organizations.

As you work through this and subsequent lessons, note that the readings necessary to complete your understanding of a given topic are identified in the Table of Contents under the title Required / Optional Lesson Material. Some lessons will also include a link to a video or webinar required for the lesson. Where applicable, Optional Reading will also be offered—readings that are not essential but that will enrich your understanding of a topic. You are encouraged, but not required, to read the optional texts. If your time is limited, make sure that you have read all the Required Readings and viewed the required videos.

You’ll also see “reflective questions” listed in lesson narratives. Unlike Forum Posts, no written response is required—these questions are provided only to stimulate and guide your thinking. However, by reflecting on the question you'll find it easier to apply to your work environment the principles presented in the readings and lesson narratives.

Introduction

Leadership has been a topic of great interest for centuries—in fact, for millennia.

Starting early in the 20th century, academics and practitioners began to study leaders and leadership characteristics with intense interest. In this first lesson, we will examine some of the major leadership theories to emerge since the early 20th century, including “Great Man,” Contingency, Situational, Transformational, and others. We’ll also examine the relationship of leaders and followers, and consider the behaviors shared by great leaders.

Objectives

1. Summarize the major leadership theories.

2. Give examples of great leader behaviors.

3. Explain the concept of followership and how it relates to leadership.

4. Differentiate among leadership theories in terms of their suitability to a given organization.

What Is Leadership?

There are as many definitions of leadership as there are leaders and people who study leaders, but all definitions include the idea that leadership involves accomplishing a goal through other people’s efforts. In Organizational Behavior, Schermerhorn et al.

define leadership as “the process of influencing others to understand and agree about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives” (Schermerhorn, 2010, p. 326).

However, as straightforward as that definition may appear, many theories have been proposed over the years in an attempt to explain it.

Major Leadership Theories Leadership has been a topic of study and discussion for centuries. As early as 500 BC, Sun Tzu wrote The Art of War, which, despite its basis in military strategy and tactics, is actually a study of leadership. Long before the theories were written down, people simply followed the great leaders who emerged within families, tribes, states, and nations. However, leadership as an academic field of study did not begin to evolve until the advent of the Industrial Revolution in the 19th century.

Over the last 100 years, a number of important leadership theories have emerged.

Each theory attempts to shed light on one basic question: What constitutes effective leadership? Among the more significant theories are:

“Great Man” Theory According to this theory, certain people are born with the qualities needed to respond to leadership challenges in times of crisis. As a consequence, great leaders “exercise large influences on the course of history” (Burns, 2000, p. 5). The “Great Man” Theory is also closely connected to the Great Person-Trait Approach, which posits that leaders can be distinguished from “non-leaders” based on the traits or characteristics they display.

Contingency Theory: In contrast to the Great Person-Trait Approach, the Contingency Theory contends that there is no one best leadership style that is applicable to every situation. Instead, the demands of a particular situation will dictate the appropriate leadership style for that situation (Schermerhorn et al., 2010, p. 310).

Situational Leadership: Closely related to the Contingency Theory, the Situational Leadership Theory holds that the maturity level of the followers will dictate the most appropriate leadership style. The Hersey and Blanchard Situational Leadership Model is an extension of this theory (Schermerhorn et al., 2010, p. 315).

Leader-Member Exchange: This theory focuses on the nature of the relationship between leader and follower. The degree of trust between the two is a critical aspect, in that the leader develops a specific exchange relationship with the follower, as the two jointly define the subordinate’s role (Schermerhorn et al., 2010, p. 316).

Servant Leadership: Referring to a form of moral leadership, the Servant Leadership theory posits that the leader’s role is to serve the follower, the organization, and the community at large. Accordingly, the leader’s role should be to encourage, support, and enable others to achieve their full potential. By doing so, the leader enables both the individual employees and the organization to maximize their performance (Schermerhorn et al., 2010, p. 333).

Transactional Leadership: This theory is based on the concept of an exchange between leader and follower, in which the two parties share a common agreement on both performance expectations and consequences (Schermerhorn et al., 2010,

p. 324). This approach is characterized by close oversight and immediate intervention when standards are not being met.

Transformational Leadership: According to this theory, the effective leader will transform the organization by inspiring subordinates to higher levels of performance, while stressing service to the organization above self-interest (Avolio et al., 2009, p. 423). The primary elements with which this leadership theory deals are individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence.

In addition to those identified in the theories listed here, there are a number of related leadership styles, such as autocratic, participative, laissez-faire, task-oriented, and relationship-oriented.

Reflective Question: What evidence of any of these theories or leadership styles is there in your organization? Are they effective?

Great Leader Behaviors

As evidenced by the “Great Man” Theory of leadership, for well over a century scholars have struggled to determine the characteristics that separate the leader from the non-leader. One of the earliest instances of this effort was the 1880 publication by the noted American philosopher and psychologist William James of a speech titled Great Men and Their Environment which he had given at Harvard University, to the Harvard Natural History Society. In that speech, James established the premise that the individual does make a difference, and that we would do well to study individuals’ common characteristics (Harter, 2003, p. 4). In recent years, research has focused on the traits that are shared by great leaders, and while it has been difficult to establish firm conclusions (Hoffman, et al., 2010, p. 348), a correlation has been established between those traits identified by scholars and organizational performance.

While there has been some degree of variance in the research, the following leadership traits have frequently been identified as having a positive impact on an organization (Schermerhorn et al., 2010, p. 307).

• Energy and adjustment or stress tolerance. This indicates a measure of resilience and ability to function under pressure on the part of the leader.

• Prosocial power motivation, in which the leader has a strong need for personal power. That power, in turn, is primarily used for the benefit of the organization.

• Achievement orientation. Notable leaders are driven by the need to succeed.

• Emotional maturity, which is a function of a well-adjusted personality.

• Self-confidence, which is a measure of the leader’s confidence in his or her ability to perform well in the job.

• Integrity, which is a measure of a leader’s willingness to adhere to core values and principles of fidelity.

• Perseverance or tenacity. Regardless of the circumstances, the great leader has both the will and the ability to overcome challenges.

• Cognitive ability, intelligence, and social intelligence. The great leader is adept at gathering, analyzing, and acting on relevant information, and demonstrates great social adaptability.

• Task-relevant knowledge, which is a measure of the leader’s understanding of the organization’s core business.

• Flexibility, which is a measure of the leader’s ability to adjust to a changing environment.

It should be noted that, while the trait perspective is able to link the above leader characteristics with organizational performance, other factors go into making a great leader, too. For instance, the leader’s behavior toward employees has been found to have a significant influence on group performance. From this perspective, the leader’s balance between task (remaining focused on output requirements) and relationship (supportive behavior toward employees), as described in the Hersey and Blanchard Situational Leadership Model, indicates that “there is no single best way to lead” (Schermerhorn et al., 2010, p. 315). From this perspective, context is critical in establishing a successful leadership style.

Lesson 1 Icebreaker https://acsc.blackboard.com/webapps/blackboard/content/launchLink.jsp?course_id=_7612_1&content_id=_822505_1&mode=cpview

Go to the Forum to complete Parts I and II of the Icebreaker. This will not be graded.

Part I. In the Forum, introduce yourself to your classmates, including saying something about your work and the leadership environment in which you work, based on the readings in this lesson. Also, review the information posted by other students in class with you. Comment on their introductions as appropriate.

Part II. Complete the following:

To understand leadership better, and without identifying anyone, describe your best boss and explain what he/she did that motivated you and how what he/she did affected your performance. Also, describe your worst boss. What did he/she do that did not motivate you, and how did his/her behavior affect your performance? What were the leadership issues and how were they used well/poorly? Comment on at least two of your peers’ responses.

The Role of Followership

Leadership theories have no application without the followers who are the focus of leadership. Why? What do those in leadership roles need to understand about followers in order to lead them effectively? Why do people make the choice to follow one leader and not another?

The elements and essence of followership have to be understood to balance any leadership objective, but the art of following and the skill of getting people to follow you are complex. Mission accomplishment is less effective if the team is not following the leader; thus, understanding the essentials of effective followership is a critical building block for every new and aspiring leader. The questions arise, “How do you, as a leader, effectively motivate people to follow you?” and “Using your leadership skills, how do you create an effective relationship between yourself and your followers?”

Many effective leaders and theorists hypothesize that the leader-follower relationship derives from the dynamic expressed in Maslow’s concept that “Belonging” is second in importance only to “Survival” (Maslow, 1943). Barbara Keller, in her article What Every Leader Needs To Know About Followers, points out that, particularly in the workplace, followers are low in the hierarchy and “go along to get along, particularly with those in higher positions. In the workplace, they may comply so as not to put money or stature at risk.”

Keller places followers on a continuum of engagement that ranges from “feeling and doing absolutely nothing” (isolates) to being “passionately committed and deeply involved” (diehards). In between, she identifies the bystanders and participants and activists. She suggests that assessing a follower’s level of engagement provides useful information for determining how and whether a given follower can be engaged or is perhaps overly engaged. She points out that there are both good and bad followers, but that followers are not all the same and shouldn’t be treated as though they were.

As she points out, “Insofar as they can, followers act in their own self-interests, just as leaders do. And while they may lack authority, at least in comparison with their superiors, followers do not lack power and influence.” Thus, the leader-follower relationship is not one-sided.

This suggests that knowing your people becomes extremely important in determining ways in which to engage and motivate them, which rewards are appropriate to use for which individuals, and when to use a specific tool or technique to achieve organizational goals. Ultimately, it is as important to know who your followers are as it is to understand that without followers, there is no one to lead. Additionally, it’s useful to remember that in most organizations you may lead some employees, while being someone else’s follower.

Reflective Question: Do effective followers always make effective leaders? If so, why?

If not, why not?

Leader Motivation: Why Would People Want To Lead?

On the surface, the leadership phenomenon seems difficult and complex to understand. So, why would anyone want to be a leader? Consider the video, Why do People Want to Lead?, for this lesson and see what insights about leadership it offers.

Keep in mind the video (and your insights) as you respond to later discussion questions and to your peers.

Why do people want to lead? (http://www.youtube.com/watch?v=BE-yn12wg5M&feature=autoplay&list=PLCFB382A4C6691617&playnext=1

Leadership ambitions vary, but for every current or aspiring leader the question is, “How can you maximize your leadership capabilities to meet your leadership ambitions?”

In considering these questions, it may be useful to categorize levels of leadership, as conceptualized by business consultant Jim Collins (Collins, 2005):

• Level 5: The Level 5 Leader (Paradoxical mix of “personal humility and professional resolve” makes possible organizational development)

• Level 4: The Effective Executive (“Clear and compelling vision” encourages high performance) http://www.youtube.com/watch?v=BE-yn12wg5M&feature=autoplay&list=PLCFB382A4C6691617&playnext=1

• Level 3: Competent Manager (“Efficient and effective pursuit” of goals through planning and organizing)

• Level 2: Contributing Team Member (“Works effectively” to contribute to achieving team goals)

• Level 1: Highly Capable Individual (“Productive contributor” offers individual talents and skills to the organization)

Strategic vs. Tactical Leadership

Your required readings provide a foundation for a solid understanding of the relevant theories, but it is important to understand that the theory can be applied in both a strategic and a tactical sense.

As defined by Col. Stephen Shambach, in his article Strategic Leadership Primer, strategic leadership is "the process used by a leader to affect the achievement of a desirable and clearly understood vision by influencing the organizational culture, allocating resources, directing through policy and directive, and building consensus within a volatile, uncertain, complex, and ambiguous global environment which is marked by opportunities and threats." An example of strategic leadership is formulating a general policy for response to cyber security incidents (Shambach, 2004,

p. 5).

Tactical leadership, on the other hand, is the operational plan to respond to a given level of security incident. This type of leadership is often described as the ability of operational level leaders to use past experiences to develop the specific actions (or tactics) needed to achieve organizational goals. Because it is the responsibility of the tactical leader to train and prepare subordinates to meet operational objectives, tactical changes will likely affect the daily operation of departments and employees.

Lesson Summary

This lesson examines some of the predominant leadership theories that have evolved since the early 20th century. Organizations have also evolved, and we will use the remaining lessons to integrate both evolutionary concepts. Throughout the course, you will have the opportunity to assess the theories of leadership vs. the practical applications of leadership in the Defense Security environment, as well as to collaborate with peers for their perceptions. Ultimately, you will apply both your experience and your readings/peer collaboration in formulating/refining your own leadership philosophy.

Return to the Table of Contents and do the following:

1. Select Required / Optional Lesson Material and complete the required readings for each topic and view the required video.

2. Select Forum Posts and complete Parts I, II, and III.

Lesson 1 Bibliography

Avolio, Bruce J., Walumbwa, Fred O., and Weber, Todd J. (2009). “Leadership: Current Theories, Research, and Future Directions.” Annual Review of Psychology, Vol. 60.

Burns, James M. (1978). Leadership, New York: Harper & Row.

Cohen, William. (1990). The Art of the Leader, Saddle River, NJ: Prentice Hall.

Collins, Jim. (2001). Good to Great. New York, NY: HarperBusiness.

Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370– 96.

Retrieved 12/10/2012 from http://psychclassics.yorku.ca/Maslow/motivation.htm

Shambach, Stephen A. (2004). Strategic Leadership Primer, Second Edition.

Department of Command, Leadership, and Management, United States Army War College, Carlisle Barracks, PA.

Schermerhorn, John R., Osborn, Richard N., Hunt, James G., and Uhl-Bien, Mary.

(2010). Organizational Behavior, Eleventh Edition. New York, NY: John Wiley & Sons, Inc.

Wren, Daniel A. (1972). The Evolution of Management Thought, New York: Ronald Press.

http://psychclassics.yorku.ca/Maslow/motivation.htm

Lesson 1: Required / Optional Lesson Material

Topic Required / Optional Lesson Material What Is Leadership?

Required Reading Schermerhorn, John R., Hunt, James G., Osborn, Richard N., and Uhl-Bien, Mary. (2010). Organizational Behavior, Eleventh Edition.

New York, NY: John Wiley & Sons, Inc. Read Chapter 13, “Leadership Essentials,” pp. 304–329.

This reading provides important context for a discussion of great leader behaviors. It covers trait and behavioral leader perspectives, as well as situational contingency leadership.

Optional Reading Coggins, Eric D. The History of Leadership Studies and Evolution of Leadership Theories. http://ecoggins.hubpages.com/hub/The- History-of-Leadership-Studies-and-Evolution-of-Leadership- Theories

Avolio, Bruce, Walumbwa, Fred, and Weber, Todd J. (2009).

Leadership: Current Theories, Research, and Future Directions.

Management Department Faculty Publications, Paper 37, University of Nebraska–Lincoln, 2009.

The Role of Followership

Kelley, Robert E. (1988). “In Praise of Followers.” Harvard Business Review, November 1988.

This reading analyzes the role and qualities of followers, to include how leaders can cultivate effective followers to improve organizational performance.

Grayson, Don, and Ryan Speckhart. “The Leader-Follower…