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Introduction
This Instructor’s Manual has been developed to assist educators and trainers in making
Situational Leadership® Model
The Situational Leadership® Model used in this Instructor’s Manual reflects the current
Key Terms and Concepts
The key terms and concepts section for each chapter in the Instructor’s Manual is
Suggested Teaching Approaches
This section provides an abundance of resources that we recommend utilizing throughout
the course to aid the students’ learning. Included in this section are: suggested teaching
Exam questions:
Syllabus
Instructor(s): Professor’s Name
Email: email address
Phone: 760-555-5555
Course Number: [5555]
Office Location: Building and Room Number
Office Hours: by appointment only
Grading: P/F
Course Description: Leadership: A Behavioral Approach
This course for the graduate program focuses on the theoretical and practical use of
Situational Leadership®. Students will spend ten weeks participating in the Situational
The course provides students with theory and application from the individual and
organizational perspective to conduct doctoral research and/or participate effectively in
leadership activities. The intent of this specialty course is to integrate Leadership and
Organizational Behavior theory with the graduate program core curriculum and align
dissertation research potential with program requirements. In so doing, the workplace is
Entrance Competencies
It is expected that all enrolled students, through a combination of previous graduate
course work and/or professional work experience, will be familiar with the following:
o Leadership Theories/Models that exist with an emphasis on Situational
Purpose
The intent of this specialty course is to integrate Leadership and Organizational Behavior
theory with the graduate program core curriculum and align dissertation research
potential with program requirements.
Learning Outcomes
Coursework for the [insert program name] program impacts candidate knowledge and
leadership in the following competency areas:
o Ability to describe, compare and contrast the theoretical bases of major
contemporary intervention approaches for groups and organizations.
Student Learning Outcomes and Assessment
Demonstration of excellence and student capacity in the student outcomes listed below is
assessed weekly in class participation. Leadership: A Behavioral Approach is designed
so that at its completion, students will be able to . . .
1. ARTICULATE a personal and/or professional philosophy regarding the use of
3. APPLY a working knowledge of personality, perception, and values in
Leadership situations from a leader or manager perspective;
SUGGESTED GRADING CRITERIA
Leadership: A Behavioral Approach is a Pass/Fail course.
100 - 94
=
A
93 - 89
=
A-
COURSE ACTIVITIES TO MEET OBJECTIVES
.Evidence of excellence in preparation; familiarity and reflection on assigned readings,
activities, and exercises.
1. Application to educational experiences in a graduate setting.
0 – no evidence
Sample Class Participation Rubric for Day One:
Student
Outcome
Measured:
Preparation,
Familiarity
& Reflection
Application
of Concept
Contribution
to Others’
Learning
Clarity &
Originality
of
Responsibility
for Class
Discussions
on Reading
Contribution
Module 1
1
2
2
1
1
DAY 1:
Course Orientation
- Professor & Student Introductions
CASE STUDY FINAL EXAM. Relax, get involved, and enjoy the learning experience.
Sample Research Paper Rubric:
Standard:
Level of Assessment:
6 – 8 points 3 – 5 points 0 – 2 points
Case
Correctly identified and
Identified main
Elementary
Course Schedule
This course is designed for presentation three days a week for ten consecutive weeks. Topics,
Sample Course Schedule:
Date
Chapters
Assignments
Activities
Points
Monday
Course Intro
The Situational
Leadership®
Model
Required Texts
Hersey, P., Blanchard, K., and Johnson, D. Management of Organizational Behavior:
Leading Human Resources. [10th ed.] Upper Saddle River, NJ: Prentice Hall, Inc., 2013.
Course Materials:
Additional case studies will be provided during the course of the class.
Recommended Resources
Bennis, W. On Becoming a Leader. New York: Addison-Wesley Publishing Company,
Inc.1989.
Guest, Hersey, Blanchard. Organizational Change through Effective Leadership. Upper
Saddle River, NJ: Prentice Hall, Inc.1977.
Heifetz, R. and Linsky, M. Leadership on the Line: Staying alive through the dangers of
leading. Boston, Mass: Harvard Business School Press. 2002.
McGregor, D. The Human Side of Enterprise. New York: McGraw-Hill Book
Company, Inc. 1960.
Required for all courses: APA Manual 5th Edition.
Policies and Procedures:
Behavioral Expectations/Attendance
ATTENDANCE IS MANDATORY. There are no makeup assignments. Failure to
attend means not passing the course. Don’t be late; you will not be allowed to
[Insert university name here] University, by mission and practice, is committed to
fair and respectful consideration of all members of our community, and the greater
communities surrounding us. All members of the University must treat one another
as they would wish to be treated themselves, with dignity and concern.
INSTRUCTOR ASSUMPTIONS include that students recognize that presenters and
participants should be respectfully allowed to engage in the pursuit of learning.
Therefore, turn your cell phones off. Do not chat with your neighbor at inappropriate
times. Show appreciation for the time and efforts of others when they complete their
presentations. These are commonsense suggestions that will preserve our
relationships and the integrity of our classroom.
DISABILITY ACCOMMODATIONS REQUEST If you need disability-related
accommodations in this class, please see me privately. All accommodations must be
requested in a timely manner (at least 2 weeks ahead of time). If you have questions
about accommodations, please contact [insert name of appropriate office here].
