MGMT 5335

Leading With Emotional Intelligence

Summer   2017

 

With Expedition in the Italian Dolomites

Open to Current Graduate Students; Their Spouses, Family Members, SO’s and Guests; Faculty, Colleagues, and Alumni

 

 

 

TENTATIVE INSTRUCTOR INFORMATION

 

Name                                                   Phone Number                              E-mail Address

 

Hartley McGrath                     (206) 245-6999                       hartleymcgrath@gmail.com

Bill Weis                                 (206) 296-5691                        billweis@seattleu.edu

Glenn Lux                               (425) 460-5629                       glux@seattleu.edu

Nils Peterson                           (206) 226-0888                        nils@teamsandleaders.com

Carly Cannell                          (541) 400-0049                       cannellc1@gmail.com

Desiree Briel Rodi                                                                  desiree.briel@gmail.com        

           

Class Email                                                                              Dolomites17@seattleu.edu

 

 

“Business schools must also teach core management skills – interpersonal, leadership, and communication skills, which are perceived as highly valuable but which are often rated as the least effective components of business school curricula.”

 

                                                                                AACSB, 2002, Management Education at Risk.

 

 

“Leaders are being judged by a new yardstick: not just by how smart they are, or by their training and expertise, but also by how well they handle themselves and others.”

 

                                                Daniel Goleman, Working with Emotional Intelligence

 

Join the class listserv!! Here’s how:

Send a message to: listserver@seattleu.edu

Then, in the “subject” box, type: subscribe Dolomites17

Then “send” and you will have joined the list. DO IT NOW!

 

 

R a t i o n a l e:

 

            Research suggests that a leader’s capacity and productivity are fundamentally dependent on three competencies: I.Q., Business/Technical Expertise, and something known as “Emotional Intelligence” or EQ for short. In fact, the more highly placed in an organization an individual is, the more important Emotional Intelligence becomes. Studies show that 85 percent of the effectiveness of star performers is linked to their possessing a high degree of Emotional Intelligence.

            Leaders today are confronted by daunting challenges: globalization of the economy, rapid changes in technology, shifting business models, accelerating pace of business – all at an ever increasing rate of change. Whether a company proves agile enough to survive and thrive will depend on the degree to which its leaders can manage their own emotions in the face of escalating change. Emotionally competent leaders think clearly under pressure, make strategic decisions, and adapt to shifting business climates with flexibility and focus. A leader exercising these capacities has a profound impact on others, serving to mitigate reactivity, building trusting relationships, and keeping the focus on what matters – delivering business results.

 

 “Leadership excellence is being redefined in interpersonal terms as companies strip out layers of managers, as corporations merge across national boundaries, and as

customers and suppliers redefine the web of connection.”

 

 

L E A R N I N G   O U T C O M E S:

 

1. To measurably increase self awareness and social awareness, and develop more effect self management and relationship management skills.
2. To become more effective communicating with clients, colleagues at all levels in the organization, and prospective clients and future colleagues.
3. To learn and develop (through practice) capacity for staying in relationship (collegial, client/professional, prospective clients and colleagues) with authenticity and integrity.
4. To develop strategies and tactics for influencing the organizational culture to foster authentic data flow (communications) among members of the organization.
5. To develop and hone skills for tempering the neural limbic system (“fight or flight” response) to replace impulsive and automatic response patterns with conscious choice patterns.
6. To learn skills and strategies for “continuing education” in harnessing more effectively the neural limbic system (for example, developing skills in facilitating “T-Group” encounters and exercises to practice choosing more effective communication patterns.
7. Develop effective skills in providing feedback to colleagues and associates.
8. Develop and practice effective peer and professional coaching skills.

 

 

C O U R S E   C O N T E N T :

 

            Building on the work of authors and researchers Daniel Goleman, Richard Boyatzis, and other pioneers in the evolution of Emotional Intelligence, this special program eclipses the realm of EQ by expanding capacities and skills in the following key competencies:

The Four EQ Quadrants

 

Self Awareness   Your ability to accurately perceive your emotions and stay aware of them as they happen. This includes being aware of how you tend to respond to specific situations and people.	Social Awareness   Your ability to accurately read the emotions of others and understand what is really going on – understanding what others are thinking and feeling, and being able to effectively see and navigate organizational culture.
Self Management   Your ability to use the awareness of your emotions to positively direct your behavior - managing your emotional reactions to all situations and people.	Relationship Management   Your ability to use the awareness of your emotions and the emotions of others to successfully manage interactions and relationships.

 

 

 

“Relationships are the very heart and soul of an

organization’s ability to get any job done.”

 

            Dr. Ron Short, Learning in Relationships

 

 

M E T H O D O L O G Y :

 

            This special course offers a unique program comprised of proven techniques, including experiential exercises that take leadership development beyond the bounds of the usual classroom setting into “real time” interaction and training. The goal is to engender deep insights and enable actual behavior and attitude changes to take firm root. The course will include a mix of proven methodologies that provide a singularly powerful leadership development program designed to elevate the level of Emotional Competence among its participants, enabling individuals to know themselves and their values better; to achieve greater clarity of vision; and act in ways that are congruent with their intentions, goals and values.

            In addition to a 12-hour “classroom” experience, the course includes an obligatory 3-day retreat experience. Reasons for this important component of the program include:

 

* People learn best when challenged and when placed in novel settings beyond their daily routine and activities

* Theory becomes practice, with participants practicing new skills with their peers in a “Learning Lab” setting

* The “skill intensive” retreat setting provides an efficient way to build lasting relationships and a learning community of bonded individuals

* The fresh perspective gained from being on retreat with a newly formed group fosters insight into behavioral and organizational patterns

 

 

 

S C H E D U L E:     

 

                Sunday, April 23                               4:00 pm – 6:00 pm

 

Read and prepare syntheses for all course materials and complete your autobiography and EQ Self-Assessment Critique before our next class meeting on Friday, September 8. Also, complete the EQ Self Assessment Instrument and read the accompanying write-up.

 

                        Distribute Course Forms and Materials at the meeting on April 9.

                        EQ Assessment Instrument link provided at this meeting.

                       

                       Join the class listserv!! Here’s how:

                                 Send a message to: listserver@seattleu.edu

                                 Then, in the “subject” box, type: subscribe Dolomites17

                 Then “send” and you will have joined the list. DO IT NOW!

 

Bring 7 hard copies of your autobiography to the Dolomites: 5 for your extended coaching group and 2 to turn in.

 

               

Italian Expedition         Friday, September 8, 3:00 PM –

                                                Saturday, September 16, 10:30 AM

 

Friday, September 8             3:00 PM – Meet at Hotel Ballroom –

Don’t be Late !!!

 

                        Activities on the Expedition:

 

                                Review Conviction / Connection Model, Coaching

                        Self-Awareness -- Autobiographies

                        Peer Coaching

                        EQ Awareness Activities (“Creating Transparency”)

                        “T-Group” and Other Practice Activities

                        Workplace/Life Application and Goals

                        Peer Coaching in the Workplace

                        EQ Action Plan

                        Peer Feedback Exercises

                        Expedition Debrief

 

 

Expedition Itinerary –8 nights, 9 days

 

September 8    Meet in Seis am Schlern (Siusi al Sciliar) at the Hotel Ballroom at 3:00 pm. We recommend you check in by 2:00 or earlier. Dinner at 7:45

 

September 9    After breakfast check-in and classroom sessions. Afternoon group activities. Dinner at 7:45.

 

September 10 After breakfast check-in and classroom module. Mixed group work throughout the day, with free time. Dinner at 7:45

 

September 11 After breakfast check-in and classroom module. Mixed group work throughout the day, with free time. Dinner at 7:45

 

 

September 12  Classroom meeting after breakfast, followed by ascent to the Seiser Alm region via gondola. Hiking module to the Tierser-Alpl-Hutte (Rifugio Alpe di Tires), breaking for lunch en route. Stay overnight at the Tierser-Alpl-Hutte. Dinner and after dinner module at the Tierser-Alpl-Hutte.

 

September 13  Full day in the high country, including hiking over to the legendary Schlernhaus for lunch, and returning to the Tierser-Alpl Hutte for dinner and post dinner classroom module and relaxation. Spend our second night up in the Tierser-Alpl-Hutte.

 

September 14  Return hike to Seis, arriving late in the day. Pre-dinner classroom session. Dinner at 7:45

 

September 15  After breakfast check-in and classroom module. Mixed group work throughout the day, with free time. Peer Feedback exercise. Closing celebration and dinner at 7:45.

 

September 16  After breakfast check-in and closing activity (until about 10:30). Bus from Seis to Bolzano (or collaborate on Taxi hires). Return to Seattle or to points beyond in Europe (flight timing will likely require spending a night in Europe for return flights to Seattle).

 

 

Post-Expeditionary Session

 

Sunday, October 1                6:00 pm – 9:00 pm   

 

                        Action Plan and Post Experience Reflection Paper are Due       

                        Debrief Expedition, Final Closing Activity, Evaluations and Party

 

                           

C O U R S E M A T E R I A L S :

 

The EQ Primer by Lux, Weis & Bohan

EQ Self-Assessment by Lux, Weis & Bohan

Unpacking the Experience: A Primer on Coaching by Weis

The Use of Training Groups (T-Groups) in Raising Self and Social Awareness and            Enhancing Emotionally Intelligent Behaviors by Weis

SPEAK YOUR TRUTH: A Primer on Open and Authentic Communication by Weis and   Bohan

 

 

STUDENT RESPONSIBILITIES AND EVALUATION

 

Participants in MGMT 5335 will be evaluated using the following criteria:

 

1. Attendance and Participation (15% of grade) Attendance means prompt arrival at all scheduled class sessions and activities. In this course, participation means: visible engagement in your personal learning process as well as that of other students, completing the assigned readings and actively contributing to group discussions. If you have concerns about attendance or participation, please let me know.

 

“The purpose of life, after all, is to live it, to taste, experience it to the utmost, to reach out eagerly and without fear for a newer and richer experience.”                   Eleanor Roosevelt

 

 

2. EQ Self-Assessment Critique (15% of grade) After taking and scoring your EQ Assessment instruments, prepare an “executive summary” statement that offers a self-critique of your current levels of EQ in each of the four quadrants: self-awareness, self-management, social awareness, relationship management. This is the starting point for your personal work toward enhancing each dimension of your EQ. This document should be 2-3 pages in length (single spaced) – at least one half page for each dimension of your EQ. Due on September 8.

 

 

3. Post Experience Reflection Paper (20% of grade) The reflection paper should look at all your experiences during the course (class meetings, retreat, workplace experiences and from other group encounters and activities). The document should be no longer than 4 single-spaced pages. Due on October 1.

 

 

4. Readings Syntheses (15 % of grade) Prepare brief written syntheses for the book chapters in the EQ Primer, and for Unpacking the Experience: A Primer on Coaching, The Use of Training Groups (T-Groups) in Raising Self and Social Awareness and Enhancing Emotionally Intelligent Behaviors, and SPEAK YOUR TRUTH: A Primer on Open and Authentic Communication by Weis and Bohan.

 

You do not need to synthesize the EQ Self Assessment, since you are already preparing an EQ Self-Assessment Critique (#2 above). This is not a busy-work task to test whether you’ve read the assignments. The act of reflecting back on what you’re reading and reducing (or synthesizing) the readings to the salient points being conveyed in each reading will substantially enhance your understanding and retention of these points. It engages you actively in the learning process and thereby maximizes your personal learning. The syntheses will give you a memory “handle” on what you’ve read and will make the time you’ve spent with the readings packet much more meaningful and more enduring. These syntheses need only be a few sentences or a paragraph long, depending on the item that you are summarizing. You should take 2-5 minutes immediately after reading each article or chapter in the book to quickly write down the essence, or synthesis, of the article or chapter. Due on October 1.

 

 

5. Autobiography Assignment (15 % of grade) One critical component of developing emotional intelligence involves the ability to increase awareness of how our cultural and family backgrounds impact our current relationships. Our personal histories will often have a significant impact on when or with whom we become stuck in relationships, or become “hijacked” and ineffective in personal encounters, and can serve as a window into deeper understanding of self and increased emotional intelligence. As such, we would like you to compose a brief autobiography that identifies key events and key people in your life that have served to shape how you currently interact in relationships and social/workplace encounters. In essence, we would like you to write your “story” as it informs your current levels of EQ.

Your autobiography should be no more that 3-4 pages in length (single spaced). This assignment is due on Friday, September 8, upon arrival in Seis. PLEASE BRING 2 COPIES OF YOUR AUTOBIOGRAPHY TO THE EXPEDITION. Due on September 8 (bring 7 copies).

 

1. Action       Plan (20% of grade) This is your primary tool for moving forward, documenting how you plan to build upon any learning, insights or new skills that you have acquired as a result of the course experience. Your plan should include the people with whom you will be working over the next six months to consciously enhance your effective EQ behaviors, and the formats (e.g., coaching model) you will be utilizing in this developmental plan. You should think about the entire course experience (on-campus meetings, expedition, interactions with your class colleagues via e-mail and out of class, etc.) in formulating this plan, and engage your class colleagues in your planning process. Due on October 1.

 

 

SPECIAL FEES AND CONSIDERATIONS

 

There is an additional fee of $1600, paid to Seattle University, to finance lodging, food and ground transportation during the expedition, as well as course materials and expenses for additional facilitators. Family members, alumni and friends taking the course will pay only $2500 for both the course and the expedition. Alumni and friends will not be assessed tuition for the program ($2334 at 2013-2014 tuition levels).

 

"You will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover." 

                                                                                                                             - Mark Twain

 

 

“Some defenses are very transient and personally

inconsequential, others are permanent and very consequential. Some

matter for just moments, others matter for a lifetime, but all of them

diminish life. All of them diminish self. All shuttering of our

windows guarantees some form of nonexperience. To really experience is

to live and grow; to avoid experience is to become one of the living

dead. The degree to which any one of us limits our experience, opaques

or shutters our windows, will determine how healthy or unhealthy, joyful

or unjoyful, growing or ungrowing, we will be in our lives.”

 

P.T. and T.P. Malone

The Windows of Experience

 

 

 

 

University Resources and Policies Academic Resources ·         Library and Learning Commons (http://www.seattleu.edu/learningcommons/)                 (This includes: Learning Assistance Programs, Research [Library] Services, Writing Center, Math Lab) ·         Academic Integrity Tutorial (found on Angel and SU Online)   Academic Policies on Registrar website (https://www.seattleu.edu/registrar/academics/performance/) ·         Academic Integrity Policy ·         Academic Grading Grievance Policy ·         Professional Conduct Policy (only for those professional programs to which it applies)   Notice for students concerning Disabilities If you have, or think you may have, a disability (including an ‘invisible disability’ such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to arrange support services and/or accommodations through Disabilities Services staff located in Loyola 100, (206) 296-5740. Disability-based adjustments to course expectations can be arranged only through this process.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Update 6/14/17