Course Syllabus


PSY 817: Psychology of Shared and Collective Leadership


Overview

CATEGORY INFORMATION
Credits 3
Prerequisites PSY 532 and PSY 539
Delivery Web (Canvas, https://psu.instructure.com)
Dates See the Calendar.
Instructor See the Orientation module under the Modules tab.

Description

Given the complexity faced by leaders in organizations, it will not always be possible to operate alone as a leader. At times, it will be beneficial to share that process with one or more other individuals, hence the growing emphasis on different forms of "we-based" leadership. With psychology serving as the disciplinary framework for the course, students will have the opportunity to learn about the process and framework of cooperative forms of leadership with the express goal of allowing them to utilize this, and similar, leadership processes in their own professional careers. The course will focus on providing a broad exploration of cooperative leadership. In particular, it will provide an understanding of the varying approaches to understanding and thinking about shared and collective leadership. In the investigation of course material, students will be exposed to real life examples and experiences — drawing heavily on instructor and student experiences as well as chosen case studies.

Learning objectives for the course will center first on providing a foundation in the relatively new concept of we-based leadership to students. With this foundation, students will begin to apply this knowledge to understand the conditions under which we-based approaches are most and least effective. Finally, students will be provided with a greater understanding of the contextual factors that shape the need for we-based leadership, with a focus on sustaining long-term leadership effectiveness.

Objectives

At the end of this course, you will be able to:

  1. Describe the benefits and challenges associated with cooperative forms of leadership.
  2. Recognize different approaches to cooperative leadership and discuss how they have been conceptualized by researchers.
  3. Explain the leader’s role in facilitating cooperative leadership.
  4. Discuss current organizational contexts and how they affect how leadership is enacted.
  5. Evaluate publicized corporate scandals to explain why they occurred and how they could be prevented.

Competencies

The assignments in this course are designed to provide opportunities to practice and demonstrate leadership competencies.

ASSIGNMENT COMPETENCIES
Lesson Discussions • Communication
• Critical Thinking
Initial Thoughts and Reflections • Communication
• Critical Thinking
Journal • Communication
• Critical Thinking
Unit 01 Assignment:
Analysis of Corporate Scandal or Leadership Failure
• Communication
• Critical Thinking
• Innovation
Unit 02 Assignment:
Benefits and Risks of Cooperative Leadership
• Communication
• Critical Thinking
• Decision Making
• Agility
Unit 03 Assignment:
After-Action Review of Corporate Scandal or Leadership Failure
• Communication
• Critical Thinking
• Decision Making
• Innovation
• Teamwork

Organization

This course is made up of 12 lessons divided into 3 units. One lesson is an introductory one at the beginning of the course.

For a typical unit, you will complete the following assignments:

  • Submit your initial thoughts.
  • Submit a unit assignment.
  • Submit your reflection.

For a typical lesson, you will complete the following activities and assignments:

  • Explore online course content.
  • Read a few assigned readings.
  • Submit your journal entry.

Online Learning and Attendance

This course has been developed to promote asynchronous learning. The instructor and students do NOT meet on a designated day and time each week. For each lesson, there is a timeframe to complete all activities and assignments, and you may work at your own pace within that timeframe. However, you must adhere to the due dates outlined on the Calendar. (Due dates can also be viewed under the Syllabus tab.) You should log into the course daily to check for updates, review lessons, and participate in activities.


Materials

Texts

There are no required texts. All readings are available on the Web or through PSU Libraries.

Library Services

Penn State Libraries provides a wide variety of services and resources. To learn how to take advantage, refer to the Online Student Library Guide at http://guides.libraries.psu.edu/onlinestudentlibraryguide. This guide serves as your starting point for access to all that Penn State Libraries can offer you as an online student. Use this guide if you have questions on library services offered to you, how the library can help you, how to use the library, or what resources you can access via the library! The guide will connect you to important pages and resources within Penn State Libraries and save time from you searching for the information you need.


Grading

Final letter grades will be assigned based on the scale below.

Scale

LETTER
GRADE
MINIMUM
PERCENT
MINIMUM
POINTS
A 93 377
A- 90 365
B+ 87 352
B 83 336
B- 80 324
C+ 77 312
C 70 284
D 60 243
F 0 0

Due Dates

All assignments are due by 9:00 AM Eastern Time on the date indicated on the Calendar. (Due dates can be also be viewed under the Syllabus tab.) Please be aware that Canvas follows the Eastern Time (ET) time zone. Assignment due dates adhere to this time zone, and it is your responsibility to submit assignments accordingly. If you are outside of the ET time zone, you can set your Canvas account to sync to it. Refer to the Set a Time Zone article in the Canvas Guide at https://community.canvaslms.com/docs/DOC-2891.

As a general rule, you will NOT be able to go back and make up missed assignments. It is your responsibility to keep up with your assignments. Students with an excused absence (e.g., hospitalization, jury duty, family emergency, or military service) may be asked to produce proper documentation in order to make up graded work. All make-up work is at the discretion of the instructor.

Veterans and currently serving military personnel and/or spouses with unique circumstances (e.g., upcoming deployments, drill/duty requirements, disabilities, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Notes

  • To Do List: Some assignments may not appear in the To Do list under the Home tab. Use the Calendar or Syllabus to ensure that you are fully aware of assignment due dates.
  • Note on Late Assignments: Late assignments will lose the point equivalent of 10 percent per calendar day, and they will not be accepted later than 10 calendar days after the due date. Given the time-sensitive, interactive nature of discussions, replies will not be accepted after a lesson ends.

Assignments

Basic information about each assignment group is provided below. For detailed directions about an individual assignment, see the assignment information under the Modules tab.

You can expect meaningful feedback on assignments within 7 days of their due date.

Method

The guidelines below apply to most assignments, but there may be exceptions (e.g. Initial Thoughts assignments). Make sure to read all assignments' directions AND rubrics in their entirety.

  • Content quality: Generally speaking, there is no right or wrong answer for these assignments, but you must make your arguments/points based on theory, concepts, research, and/or factual evidence and in a clear and concise manner. This means with clear thesis statements; detailed explanations; apparent connection between theory, concepts, etc. and behaviors/decisions; and strong organization.
  • Citations and references: Generally speaking, it is necessary to cite, quote, and reference ideas that you have used. Paraphrasing is preferred to quotes as that demonstrates your grasp of the ideas, but if you use someone else’s words, make sure to quote, cite, and reference. If you paraphrase, remember to cite and reference.
ASSIGNMENT
GROUP
POINTS
Lesson Discussions 20
Journal 120
Initial Thoughts 15
Reflections 30
Unit 01 Assignment 60
Unit 02 Assignment 100
Unit 03 Discussion 60
Total 405

Lesson Discussions

Value: 2 x 10 PTS, 20 PTS total

For every discussion, you will make an initial reply and respond to the questions in the discussion forum's directions. In addition, you will make at least one reply to a classmate or the instructor. Your initial reply is always due a few days earlier than your replies to classmates or the instructor. We encourage you to make your initial reply as early in the week as possible so that everyone else in the class has a chance to respond to your ideas. Your replies to classmates or the instructor are due at the end of the week. Reply by 9 AM ET on the dates on the Calendar.

Your discussion contributions will be graded based on the following criteria: content quality, content quantity, content timeliness, and citations and references. For more information, see the rubric in each discussion forum.

Note on Discussions vs. Initial Thoughts and Reflections: There are two discussions: Course Initial Thoughts Discussion and Course Reflection Discussion. Do not confuse these two discussions with the unit-level assignments that have similar titles. These two discussions serve a similar function as the unit-level assignments, but these discussions occur at the course level rather than the unit level.

Journal

Value: 12 x 10 PTS, 120 PTS total

The purpose of the journal entries is to apply course concepts relating to group leadership and decision making to real-world events — in particular, your personal experiences. Your entry for each lesson should tie in relevant material from the course. Whenever possible, give actual examples that you have experienced. Your entry should be approximately 1-2 pages in length (Times New Roman, 12 pt font, single-spaced).

Throughout the semester, you will write several entries in your journal. Therefore, this will be a running list of entries. Add a new entry to the same document and re-upload it. Put each new entry at the top of the document; therefore, all of your journal entries will be in reverse-date order (i.e. newest to oldest). Attach and submit a single text document to the correct drop box. Use one of the following file types: docx, doc, or pdf.

Your entry will be graded based on the following criteria: content quality, content quantity, content timeliness, and citations and references. For more information, see the rubric in each assignment.

Initial Thoughts

Value: 3 x 5 PTS, 15 PTS total

At the beginning of each unit, you will respond to a few questions. The purposes of this assignment are for you to articulate your prior knowledge and to create a baseline for comparison at a later time. We are not looking for "right answers," so you should NOT perform any research. Simply respond to the questions to the best of your ability.

Your submission will be graded for completeness and timeliness.

Reflections

Value: 3 x 10 PTS, 30 PTS total

At the end of each unit, you will respond to a few questions. The questions will be the same as (or similar to) the Initial Thoughts questions for the unit. In addition, you will self-assess your progress toward the unit goals after comparing your initial thoughts and final thoughts. The reflections are an opportunity for you to think about what you have learned within the unit.

Your submission will be graded based on the following criteria: content quality, content quantity, content timeliness, and citations and references. For more information, see the rubric in each assignment.

Unit 01 Assignment: Analysis of a Corporate Scandal or Leadership Failure

Value: 10 PTS (Checkpoint), 50 PTS (Final Paper), 60 PTS total

The purpose of the Unit 01 Assignment is to explain how traditional leadership approaches and organizational structures might have contributed to a corporate scandal or leadership failure. Using publicly available articles and case studies, you will learn more about the scenario. Then, you will apply what you learned in Unit 01 and the introductory lesson to identify some of the factors that might have led to the scandal.

We've established a checkpoint during the semester to ensure that you obtain helpful feedback prior to submitting the final paper. For each sub-assignment, see the directions on the main assignment page, the rubric in the drop box, and the Calendar for the due date.

For each sub-assignment, attach and submit a text document to the correct drop box. Use one of the following file types: docx, doc, or pdf.

Note: You will use the same corporate scandal or leadership failure to do the Unit 03 Assignment, described later in the Syllabus.

Unit 02 Assignment: Benefits and Risks of Cooperative Leadership

Value: 25 PTS (Checkpoint), 75 PTS (Final Paper), 100 PTS total

The purpose of the Unit 02 Assignment is to apply and synthesize Unit 02 theories to analyze a scenario from your own experience. In this assignment, you will describe in detail a scenario from your current or former organization in which cooperative leadership was present. Then you will apply any three of the Unit 02 theories to explain the advantages and disadvantages of cooperative leadership in that scenario. In other words, you will apply any three of these theories:

  • Lesson 06: Complexity Leadership
  • Lesson 07: Network Leadership
  • Lesson 08: Team Leadership
  • Lesson 09: Shared Leadership
  • Lesson 10: Collective Leadership
  • Lesson 11: Relational Leadership

You must cite specific concepts from any three of those lessons. You also must apply at least one of the required readings from each of those lessons. All lessons and readings must be cited within the paper and listed at the end of the paper in APA format.

We've established a checkpoint during the semester to ensure that you obtain helpful feedback prior to submitting the Final Paper. For each sub-assignment, see the directions on the main assignment page, the rubric in the drop box, and the Calendar for the due date.

For each sub-assignment, attach and submit a text document to the correct drop box. Use one of the following file types: docx, doc, or pdf.

Unit 03 Discussion: After-Action Review of a Corporate Scandal or Leadership Failure

Value: 50 PTS (Discussion Post), 10 PTS (Classmate Comment), 60 PTS total

Part 1: Discussion Post
You will write a discussion post and post it on the U03 Discussion. Your post will be an abbreviated version of an after-action review (AAR). The purposes of an AAR are to learn from mistakes and plan strategies for improvement. Typically, AARs are done with a team of individuals who were involved in the situation being analyzed. For this course, you will take the role of an independent consultant to analyze what might have gone wrong and what might be done to prevent it from happening in the future.

Part 2: Classmate Comment
You will submit a comment in response to one of your classmate’s discussion posts. In your comment, you will extend the conversation started in your classmate’s post in a meaningful way by referring to theory, concepts, and research from any course lessons or any external research.

Final Exam

None


University Policies

Academic Integrity

According to Penn State policy G-9: Academic Integrity, an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic sanctions, which can be severe, and put themselves at jeopardy for other outcomes (see G-9: Academic Integrity).

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Students may request assistance from CAPS regarding a variety of common mental health issues, including anxiety, depression, relationship difficulties, and stress. CAPS services are designed to enhance students' ability to fully benefit from the University environment and academic experience. Call CAPS at 814-863-0395 (8 am-5 pm, Monday-Friday EST) or submit an inquiry online at https://studentaffairs.psu.edu/form/caps-contact-form to schedule an appointment with a mental health advocate, who can help you address mental health concerns that may interfere with your academic progress or social development. This appointment will include a one-on-one session that can be conducted via telephone, teleconference (Skype, FaceTime, etc.), or locally at Penn State University Park. For more information on services provided through CAPS, please visit the Penn State CAPS website at http://studentaffairs.psu.edu/counseling/. Students enrolled at the World Campus are also encouraged to visit its Mental Health Services page at http://student.worldcampus.psu.edu/student-services/mental-health-services.

Reminder: These services are for non-emergencies only. If you or someone you know is experiencing a crisis situation, please call your local crisis center or 911.

TEACH Act

The materials on the course website are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated.


University Emergency Procedure

In the event of a University-wide emergency, the course may be subject to changes. Exigent circumstances may require alternative delivery methods, class materials, and interactions with the instructor and/or classmates. In addition, there may be revisions to grading policies and the Calendar, including assignments and their due dates.

In the event of a University-wide emergency, please refer to the Canvas website at https://psu.instructure.com for specific information related to the course. For more general information about the emergency situation, please refer to the Penn State website at http://www.psu.edu or Penn State News website at http://news.psu.edu.

To register with PSUAlert, a service designed to alert the Penn State community when situations arise that affect the ability of a campus to function normally, please go to the PSU Alert website at https://psualert.psu.edu/. Subscribers can receive alerts by text message to cell phones, and also can elect to have alerts sent to an email address.


Syllabus Subject to Change

The class will likely adhere to the information outlined in this Syllabus and the Calendar, but adjustments may be made based on what actually transpires during the semester. Remaining in the course after reading this Syllabus will signal that you accept the possibility of changes and responsibility for being aware of them.

Course Summary:

Date Details Due