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COM 324 SELF-LEADERSHIP & COMMUNICATION

Spring 2013 – Tue. 6:45 PM Learning Guide: Rick Bommelje Office: Fairbanks 205 O: (407) 646-2625 Office hours by appointment rbommelje@rollins.edu www.listeningpays.com

COURSE DESCRIPTION

CATALOGUE DESCRIPTION: This course explores the many ways that self-leadership skills may be enhanced through effective communication principles, strategies, and techniques. Topics to be discussed include rebuilding personal infrastructures, establishing high standards and wide boundaries, eliminating tolerations in life, competing with the past, developing reserves, making the present perfect, becoming a problem-free zone, and much more.

This course explores the many ways that you can enhance your self-leadership skills through effective communication principles, strategies and techniques. You will be exposed to advanced relating skills that will enable you to strengthen your personal foundation and learn a process for improving your personal and professional lives. Self-leadership, the act of taking responsibility for the choices and outcomes in your life, is critical not only to having the quality of life you want but also to your ability to lead anyone else. Self-leadership is the most basic leadership level. This course will help you to lead your actions, your emotions, and your responses. Leadership development is a lifelong process and it begins with leading self. Dr. Warren Bennis, global authority in the field of leadership has stated, “People become leaders at the moment when they decide for themselves how to be. Free to express themselves rather than trying to prove themselves. One must lead oneself before leading others.”

Self-leadership focuses on gaining and improving the basic knowledge and skills necessary to be successful in professional, personal and leadership arenas. As a leader gains knowledge, he or she builds a skill set from which to base decisions and to perform more effectively. Depending on the situation, a leader may find the need to use more than 1 tool to get the job done. Leadership development can be thought of as gathering the most state-of-the-art tools available--the more tools in the toolbox, the more resources the leader has to choose from. As leaders mature, their need for basic knowledge also will grow.

The process of self-leadership requires a commitment to lifelong learning and a continuous quest for applying substantive and relevant knowledge.

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COURSE OBJECTIVES During this course you will:

þ Understand the significance of self-leadership and its impact on your life;

þ Learn a systematic approach to self-leadership based on sound research; þ Develop a personal purpose statement from which personal and

professional decisions are based; þ Strengthen your personal foundation by learning a specific process; and þ Set a meaningful goal and take specific action steps to achieve the goal in a definite time period; þ Understand yourself better through completing a wide variety of

self-leadership assessments and exercises.

REQUIRED TEXTS

Neck, Christopher and Charles C. Manz, Mastering Self-Leadership: Empowering Yourself for Personal Excellence. 5th edition, 2009. Prentice Hall Hill, Napoleon. Napoleon Hill’s Keys to Success: The 17 Principles of Personal Achievement. 1997, Penguin Blanchard, Ken; Susan Fowler and Laurence Hawkins, Self Leadership and the One Minute Manager. 2005, William Morrow.

Palmer, Parker, Let Your Life Speak: Listening for the Voice of Vocation, 2000, Jossey-Bass

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COURSE REQUIREMENTS To receive 4 CREDIT HOURS for this course, you will be required to complete a variety of specific components. Failure to complete the requirements will result in NO CREDIT for the course.

1 READING: Due to the comprehensive nature of the course material, you are required to maintain a disciplined reading schedule. Periodic verbal assessments will be conducted on the readings.

2. SELF-DEVELOPMENT ASSESSMENTS. You will be completing a wide variety of assessments

designed to give you personalized feedback on various aspects of your personal foundation. You will be advised on the date that each assessment is due.

3. SELF-LEADERSHIP RESPONSE PAPERS - You will submit weekly response papers on specific

self-leadership topics related to your development. It is vital that all items be submitted on time and typed in 12 point font, single spaced, minimum one page with margins 1” top, bottom and sides. The weekly Response Paper should be posted on the BlackBoard ASSIGNMENTS SECTION by Saturday, 1:04 PM each week. Late papers will not be accepted. No exceptions.

4. WEEKLY SELF LEADERSHIP ACTION FORM – You will submit a weekly debrief of your actions

taken to date. A Format Guide will be provided. 5. SELF-LEADERSHIP BLOG - You are expected to keep a weekly leadership e-journal. This will

consist of reflections to readings and insights about your self- leadership growth and development. The weekly entry should be posted on the BlackBoard Discussion Section by Saturday, 1:04 PM each week. Late entries will not be accepted. No exceptions.

6. BIG, BOLD SELF-LEADERSHIP GOAL - You will create and achieve a significant Big Bold Self-

Leadership Goal. You will also submit a complete written debrief paper on the results of your Big, Bold Self-Leadership Goal. A format guide will be provided. Additionally, you will deliver an oral presentation to the class on your accomplishment plus significant self-leadership lessons learned during the course. This will be delivered on April 30, 2013.

7. SELF-LEADERSHIP REFLECTION PAPERS – You will submit a written paper on the 2 books: Self-

Leadership and the One Minute Manager and Let your Life Speak. Format guidelines and due dates will be provided.

8. DYNAMIC PRESENTATION - You will develop, deliver and debrief a dynamic presentation based

on the book, Napoleon Hill Keys to Success. The purpose of these presentations is to identify practical applications of the concepts and principles. You will be advised on your specific chapter and date that your presentation will be delivered. There is a 3-part process

for this requirement: Develop, Deliver, & Debrief. See Page 6. 9. CLASS ENGAGEMENT AND ATTENDANCE - It is expected that you be actively engaged in each

session. An evaluation will be made of your level of participation and responses (discussion skills, depth of thought, consideration for others, etc.) in the course. It is also expected that you will ATTEND EACH FULL CLASS SESSION TO RECEIVE CREDIT. There will be POINT DEDUCTIONS FOR ABSENCES. See page 7 for the Evaluation guidelines.

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Since the power of ATTENTION is critical to leadership success, we will create a positive learning environment that serves the purpose of the work. To help to accomplish this, we will avoid ‘technological’ and mental distractions.

Leaders exercise disciplined thought and disciplined action. In order to optimize the time that we are together each session, please respect the following guidelines that apply to technological devices: 1. Cell phones are turned off or put on vibrate. 2. Cell phones are not answered in the classroom. 3. There is no text messaging in the classroom. 4. If using a computer, it is for note-taking purposes only.

GRADING STRUCTURE The grading structure for this course is Credit/No Credit. You either earn FULL CREDIT for successfully completing the journey – or NO CREDIT.

POINTS SELF LEADERSHIP WEEK Response Form 5 Self-Leadership Blog 5 Self-Leadership Action Form 5 Attendance 5 TOTAL 20 12 SL Weeks………………………………..240 Points

PRESENTATIONS – Napoleon Hill’s Keys to Success 2 Presentations ……………………………..50 Points

SELF LEADERSHIP REFLECTION PAPERS … 50 Points Self-Leadership and the One Minute Manager

Let your Life Speak: Listening for the Voice of Vocation

BIG BOLD GOAL…………………………..………100 Points TOTAL POINTS……………………………………..440 Points NOTE: There will be a maximum total of three (3) 5-point “GIFTS” available should you need them to make up points during the journey. NOTE: There will be a maximum total of three (3) 5-point “GIFTS” available should you need them to make up points during the journey. A point spreadsheet will be posted each week showing all leaders’ scores.

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COURSE SCHEDULE

SESSION DATE TOPIC READINGS

Blanchard / Manz & Neck Hill Palmer

Jan 15 Introduction Jan 22 Power of Purpose Intro. Intro. Mapping the Route Ch. 1 Ch. 1 Ch. 1-2 Master Mind Alliance 1 Jan 29 Values Guided Leading Ch. 2 Ch. 2 Ch. 3 2 Feb 5 Self Leadership Strategies Ch. 3 Ch. 4 3 Feb 12 The Natural Rewards Ch. 4 Ch. 3-4 Ch. 5 The Clean Sweep 4 Feb 19 Power of Positive Thinking Ch. 5 Ch. 5-6 Ch. 6 Tolerations 5 Feb 26 Boundaries Ch. 6 Ch. 7-8 Ch. 7-8 Mar 5 SPRING BREAK 6 Mar 12 Team Self Leadership Ch. 7 Ch. 9-10 Ch. 1 7 Mar 19 Types of Thinking Ch. 8 Ch. 2 8 Mar 26 Become a Problem Ch. 9 Ch. 11-12 Ch. 3 Free Zone 9 Apr 2 Simplify Ch. 10 Ch. 13-14 Ch. 4 10 Apr 9 Build Your Reserves Ch. 11 Ch. 15-16 Ch. 5 11 Apr 16 Perfect Your Environment Ch. 12 Ch. 17 Ch. 6 12 Apr 23 The Attraction Factor Ch. 18 Apr 30 Big Bold Goal Debrief The Journey Continues *Sessions will be asynchronous (self-guided) sessions

NOTE: As in life, as situations change, this syllabus and schedule may change. If so, you will be given adequate time to adjust.

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DYNAMIC SELF-LEADERSHIP PRESENTATION

There are 3 parts to the presentation: 1. DEVELOP: From your own perspective, you will re-title the chapter.

You will submit an outline of your presentation a minimum of have 48 hours prior to your presentation. You will have one main point that you will emphasize (this is called the ‘stick point’). Additionally, you will have a call for action to the audience members.

2. DELIVER: You will deliver a dynamic leadership presentation on a

selected chapter from Napoleon Hill’s Keys to Success. The presentation length is 4 minutes with a 30 second buffer on either side (i.e. 3:30 – 4:30 minutes). You goal is to bring the chapter alive for your peers. You will communicate with impact. Do not simply deliver the chapter content since all members will have read your chapter.

3. DEBRIEF: Within 48 hours after your presentation, you will submit a

minimum one-page debrief report on your experience delivering the presentation.

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COM 324 SELF LEADERSHIP & COMMUNICATION SELF EVALUATION – ENGAGEMENT/ATTENDANCE

Name

____________________________________________________________________________ Please Print

RATE YOURSELF ON THE ENGAGEMENT/ATTENDANCE SEGMENT OF THIS COURSE. From the Syllabus: Listeners are seekers and due to the seminar nature of this course, it is expected that you will actively participate in and attend all sessions. Improvement in listening knowledge and skills requires both mental and physical presence. An evaluation will be made of your level of attendance and engagement (discussion skills, depth of thought, consideration for others, etc.) in the course. Significant reductions in this category will be made for 2 or more absences. Tardiness is a distraction to self and others. Frequent tardiness (2 or more times) will lead to a significant reduction of points in this category.

100 Great 0 absences; full engagement 90 Very Good 1 absence/1 tardiness; full engagement 75 Good 2 absences/1 tardiness; full engagement or 0-1 absences; partial engagement 65 Fair 0-2 absences/ 2 tardiness; minimal engagement 50 Poor 3 or more absences 3 or more tardiness; minimal engagement

CHECK THE APPROPRIATE LEVEL OF CREDIT THAT YOU BELIEVE YOU EARNED AND PROVIDE A WRITTEN JUSTIFICATION UNDERNEATH.

(Minimum 4 sentences)

£Great (100 points) £ Very Good (90 points) £ Good (75 points) £ Fair (65 points) £ Poor (50 points)

ENGAGEMENT (check one) £ Full Engagement £ Partial Engagement £ Minimal Engagement

ATTENDANCE (complete) Number of absences – full sessions: _________ Number of absences – FULL sessions: _________ Number of absences – HALF sessions: _________ Tardiness - number of times: _________ Number of absences – half sessions: _________

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DEPARTMENT OF COMMUNICATION

POLICY FOR DAY AND EVENING COURSES

All Department of Communication courses commencing at 4:00 p.m. and later follow the policies of the Hamilton Holt School. To meet the number of contact hours required for Holt courses, evening classes offered once a week must meet fifteen times during the semester. While day classes cancel meetings for scheduled breaks (i.e. Fall Break), unscheduled breaks (i.e. Fox Day), and reading days, students enrolled in evening courses are required to meet during those times. In evening courses, final examinations will be administered during the fifteenth meeting of the semester.

Academic Honor Code The Philosophy of the Academic Honor Code

Integrity and honor are central to the Rollins College mission to educate its students for responsible citizenship and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building an academic community committed to excellence and scholarship with integrity and honor. Students, faculty, staff, and administration share the responsibility for building and sustaining this community. On all graded assignments, the following statement will be included by the student: “On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.” Each student matriculating into Rollins College must become familiar with the Academic Honor System. The College requires that students be able and willing to accept the rights and responsibilities of honorable conduct, both as a matter of personal integrity and as a commitment to the values to which the College community commits itself. It is the responsibility of instructors to set clear guidelines for authorized and unauthorized aid in their courses. It is the responsibility of students to honor those guidelines and to obtain additional clarification if and when questions arise about possible violations of the Honor Code. The Academic Honor Code will can be found in its entirety at this website. Be sure to take some time to become familiar with the Code, including the Honor Pledge and reaffirmation requirement, and your responsibility to uphold the Code as a member of the Rollins College Hamilton Holt School Community. If you have any questions, contact the Rollins College Hamilton Holt School Academic Honor Council via Connie Holt at cholt@rollins.edu or 407-646-2232.

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DISABILITY SERVICES OFFICE

Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (box 2613) - Thomas P. Johnson Student Resource Center, 1000 Holt Ave., Winter Park, FL, 37289.Appointments can be scheduled by calling 407-646-2354 or email: gridgeway@rollins.edu

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THE CIRCLE

“Everything the Power of the World does, it does in a circle. The sky is round, and I have heard that the earth is round like a ball, and so are all the stars. The wind, in its greatest power, whirls. Birds make their nests in circles, for theirs is the same religion as ours. The sun comes forth and goes down again in a circle. The moon does the same, and both are round. Even the seasons form a great circle in their changing, and always come back again to where they were. The life of a man is a circle from childhood to childhood, and so it is in everything where power moves.” the Lakota holy man in Black Elk Speaks, John Neihardt The contemporary circle process draws upon an historic indigenous tradition practiced commonly in North America, the talking circle, which utilizes a talking piece that is passed from person to person around the circle, signaling the opportunity to speak. When you receive the talking piece, you may speak without interruption, hold the talking piece in silence, or simply pass it in silence to the next person. The use of a talking piece, in essence, slows the pace of dialogue, encourages quieter people to have an equal voice, assists participants in modulating and shaping the expression of strong emotions, and allows for deeper conversation, more careful listening and thoughtful expression. In indigenous practice, ritual is typically used both to open and close a circle. These symbolic gestures mark a transition in time and space, setting apart the circle process as a sacred place where participants may experience themselves and others in a significant way that moves beyond the ordinary. Such rituals help to weave the fabric of community, by creating commonality of meaning through shared experience. Some of the most powerful rituals actually grow out of people’s experiences, as well, rising out a need in the community or a defining event.

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In addition to indigenous traditions, the circle process resonates with other conceptual frameworks and experiential practices that seek to give voice to participants, equalize power, integrate wholistic perspectives, build toward consensus and cooperation, and draw upon innate wisdom and experience. In the circle, all participants, regardless of role or status, age or experience, are considered of equal importance, with equal voice. Everyone in the circle is invited to speak and listen from the heart, or to initiate silence. No one sits above or below others, or outside of the circle. The circle is inclusive. Even the circle keeper participates in the circle, in addition to facilitating the process. While circles vary somewhat in style and structure, they all seek to cultivate a climate of mutual respect and caring that is value-oriented and heart-based, that engages the emotions as well as the mind. Circles are inclusive also in content, designed to allow space for all dimensions of human life, including the spiritual values and traditions of the participants. Circles operate from a few fundamental premises about human beings and our human condition:

o First, Circles build on the premise that every human being wants to be connected to others in a good way. We do not thrive in isolation.

o Second, Circles operate from the premise that everybody shares core values that indicate what connecting in a great way means.

o Third, Circles assume that being connected in a great way and acting from our values are not always easy to do, especially when conflicts arise.

o Fourth, Circles presume that, given a safe space, we can re-discover our core values, and that, as we do, we also uncover our deep-seated desire to be positively connected.

Source: Jean Greenwood