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Course 2017-2018 a.y.

20523 - LEADERSHIP AND POWER


CLMG - M - IM - MM - AFC - CLEFIN-FINANCE - CLELI - ACME - DES-ESS - EMIT - GIO
Department of Management and Technology

Course taught in English


Go to class group/s: 31

CLMG (6 credits - I sem. - OP  |  SECS-P/10) - M (6 credits - I sem. - OP  |  SECS-P/10) - IM (6 credits - I sem. - OP  |  SECS-P/10) - MM (6 credits - I sem. - OP  |  SECS-P/10) - AFC (6 credits - I sem. - OP  |  SECS-P/10) - CLEFIN-FINANCE (6 credits - I sem. - OP  |  SECS-P/10) - CLELI (6 credits - I sem. - OP  |  SECS-P/10) - ACME (6 credits - I sem. - OP  |  SECS-P/10) - DES-ESS (6 credits - I sem. - OP  |  SECS-P/10) - EMIT (6 credits - I sem. - OP  |  SECS-P/10) - GIO (6 credits - I sem. - OP  |  SECS-P/10)
Course Director:
CELIA MOORE

Classes: 31 (I sem.)
Instructors:
Class 31: CELIA MOORE


Course Objectives
What is leadership?
It's a more difficult question to answer than one might think. This course takes as its fundamental premise that leadership is the exercise of power and influence over others. This broad view on the topic of leadership means that leadership is not restricted to individuals who have formal authority, but rather that leadership can be exercised by anyone, regardless of their position in organizations (or outside them). Leadership can thus be exercised from individuals at many levels.
Managing “downward” is the most common way we think about leadership: an individual with official authority over others' resources or outcomes, getting others to do things.
Yet individuals can also manage “up”: influencing one's superiors into courses of action or decisions they might not otherwise take.
Individuals also manage “across”, building relationships and social networks, or ensuring teams work together in functional ways.
Thus, leadership is fundamentally relational; that is, it involves a relationship between (at least) two people.
The objective of this course is to have students
  • Learn different frameworks for understanding how individuals exercise power and influence over others.
  • Understand several evidence-based ways to exercise power and influence more effectively, as a function of the common challenges that individuals face in organizations such as managing across differences, through crises, or after failure, and to apply this understanding to analyses of real-life leaders' strengths and weaknesses, including themselves.
As a result, this course is highly discussion-intensive. It relies heavily on a case-based method of teaching, which uses examples from real-life to bring to live the theory and research about which we are learning. It requires significant student investment and active participation in their learning. This is not a course that encourages one to sit and “receive” information; rather, students help ensure their learning by preparing and thoughtfully participating in the discussions.

Course Content Summary
  • Introduction.
    • Leadership as the exercise of power and influence.
    • Understanding leadership from multiple levels (downward, upward, across).
    • Leadership as fundamentally relational.
  • Motivation: getting people to do things they might not voluntarily do otherwise?
  • Creating and sustaining positive relationships: emotional intelligence and social capital.
  • Managing differences: managing across geographic, demographic, and social distance.
  • Managing fear: building efficacy in speaking up and doing what is right.
  • Managing conflict and difficult conversations: effective feedback and conflict management.
  • Managing organizational politics: understanding one's environment.
  • Managing crises: a leader's role in sensemaking and persuasive communication.
  • Managing failure: overcoming failures and building resilience

Detailed Description of Assessment Methods
For attending students
There is no final exam. Cumulative assessment (CA) constitutes 100% of the final grade, consisting of
  • Individual Assessment: 70% of total (21 out of 30 points).
    • Class Participation and Surveys 30% (9 out of 30 points).
    • Final Essay 40% (12 out of 30 points).
  • Group Assessment: 30% of total.
    • Group-Based Leader Analysis 30% (9 out of 30 points).

For non attending students
Cumulative assessment (CA) constitutes 100% of the final grade, consisting of
  • Weekly Case analyses and Surveys 30% (9 out of 30 points).
  • Final Essay 40% (12 out of 30 points).
  • Final Oral Exam: 30% (9 out of 30 points).


Textbooks
  • B.H. RAVEN, A power/interaction model of interpersonal influence: French and Raven thirty years later, Journal of Social Behavior & Personality, 7, 217-244.
  • R.B. CIALDINI, Harnessing the science of persuasion, Harvard Business Review, R0109D, 1992.
  • Case: Silvio Berlusconi, "All he surveys", New Yorker, November 10, 2003.
  • Case: Pope Francis, “Who am I to judge?”, New Yorker, December 23 & 30, 2013.
  • Case: Coach K: A matter of the heart, HBS case, 9-406-044.
  • Case: Coach Knight: The will to win, HBS case, 9-406-043.
  • D. GOLEMAN, Primal leadership: The hidden driver of great performance, Harvard Business Review, R0111C.
  • R.M. KRAMER, The great intimidators, Harvard Business Review, R0602D.
  • Case: Martha Rinaldi: Should she stay or should she go?, HBS Case, 4310.
  • J.J GABARRO, J. P. KOTTER, Managing your boss, Harvard Business Review, R0501J.
  • S. ASHFORD, J.R. DETERT, Getting the boss to buy in, Harvard Business Review, R1501E.
  • Case: Claude Grunitzky, HBS case, 9-412-065.
  • D. GOLEMAN, What makes a leader, Harvard Business Review, R0401H.
  • D. GOLEMAN, “Leadership that gets results” (Harvard Business Review, R00204.
  • Case: Greg James at Sun Microsystems (A), HBS Case, 9-409-033.
  • L. BURREL, We just can’t handle diversity, Harvard Business Review, R1607E.
  • I. BOHNET, Designing a bias-free organization, Harvard Business Review R1607D.
  • A.C. EDMONDSON, K.S. ROLOFF, Leveraging diversity through psychological safety, Harvard Business Review, ROT093.
  • Case: Aharai: Leading in front of the lines, ESMT-413-0141-1.
  • Case: “Safe to Say” at Prudential Financial, HBS 5-604-021.
  • F. RASHID, A.C. EDMONDSON, How teams build trust despite high risk, Harvard Business Review ROT173.
  • Case: Patricia Dunn at Hewlettt-Packard, “The Kona Files”, New Yorker, February 19 & 26, 2007.
  • K. J. BEHFAR, Conflict management in teams, Darden, UV6944.
  • B. GROYSBERG, R. ABRAHAMS, The whys and hows of feedback, HBS teaching note, 9-416-013.
  • J.M. JACKMAN, M.H. STROBER, Fear of feedback, Harvard Business Review R0304H.
  • Case: Navigating Organizational Politics, Columbia Caseworks, ID# CU30.
  • L. RAMARAJAN, Building effective interpersonal relationships, Harvard Module Note, 9-415-030.
  • Case: Jeffrey Sonnenfeld (A), (Stanford Business School Case OB-34A.
  • J.A. SONNENFELD, A.J. WARD, Firing back: How great leaders rebound after career disasters, Harvard Business Review, R0701G.
  • M.E. SELIGMAN, Building resilience, Harvard Business Review, R1104H.
  • R.W. QUINN, M.C. WORLINE, Enabling courageous collective action: Conversations from United Airlines flight 93, Organization Science, 2008, 19, 497-516.
  • KI.E. WEICK, The collapse of sensemaking in organizations: The Mann Gulch disaster, Administrative Science Quarterly, 1993,  38, 628-652.
  • P.P. READ, Alive: The story of the Andes survivors. New York, HarperCollins, 1975, chapter 3.
  • T. NEELEY, T. RYDER, Lighting the fire: Crafting and delivering broadly inspiring messages, HBS teaching note 9-416-046.
Last change 25/05/2017 15:37