By Sandra J. Sucher
This booklet is a entire, sensible handbook to aid teachers combine ethical management of their personal classes, drawing from the adventure and assets of the Harvard company institution direction 'The ethical Leader', an MBA optionally available taken via millions of HBS scholars over approximately 20 years. in the course of the shut learn of literature--novels, performs, and old accounts-- followed by means of rigorous lecture room discussion, this cutting edge path encourages scholars to confront basic ethical demanding situations, to strengthen talents in ethical research and judgment, and to return to phrases with their very own definition of ethical leadership. Using this guide's history fabric and distinct instructing plans, teachers may be ready to guide their scholars within the learn of this very important and critical topic. that includes an internet site to run along that hyperlinks the guide with the textbook and gives a wealth of additional assets, together with online hyperlinks to Harvard company institution case stories and educating notes this handbook varieties an ideal supplement to The ethical Leader center textual content additionally by means of Sandra Sucher.
The special and hands-on nature of the advisor permits teachers, without or with a really expert historical past, to duplicate the 13-session Harvard company institution path, or to combine ethical management into an current path, or as a module, or as stand-alone periods. The handbook offers versatile type plans, simply adaptable to a wide selection of commercial and educational subject matters. It indicates how one can adapt the path to different settings, presents helping fabrics, and experiences the method of educating "The ethical Leader," differentiating it from different literature-based courses. the writer, a Harvard enterprise tuition professor with a profitable checklist in instructing this path, additionally brings into the textual content the type of actual global realizing of powerful management improvement that comes from many years of expertise as a excessive point company government.
An accompanying pupil booklet, all for category education and the context of every paintings, is helping scholars deal with questions like: what's the nature of an ethical problem? How do humans "reason morally"? How do leaders – formal and casual – take care of the ethical offerings they face? How is ethical management varied from management of the other variety? suffering from those questions, either separately and as individuals of a colourful studying neighborhood, scholars internalize ethical management suggestions and offerings, and increase the abilities to pursue it of their careers and private lives.
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Extra resources for Teaching The Moral Leader: A Literature-based Leadership Course: A Guide for Instructors
Banaji, “Separable Neural Components in the Processing of Black and White Faces,” Psychological Science, 2004, vol. 15, no. 12, 806–813. “The Moral Leader” provides students with an opportunity to practice the second, more reasoned approach throughout the course. 7 I will draw on discussions of students in “The Moral Leader” throughout this book. I am grateful to all of the past participants in the course who it has been my privilege to lead, and whose comments I combine into the dialogues represented here.
Cit. 9 Instructor neutrality does not imply a lack of guidance or direction for discussion; see Robert F. : McGraw-Hill Irwin, 2003, p. 45, for a description of 36 COURSE DESIGN, FACILITATION, AND GRADING 10 11 12 13 the fully neutral facilitative “traffic cop” who cedes all responsibility for learning to students. It is, instead, deliberate silence from the instructor on her own moral judgments of issues discussed, a refusal to make students into “converts” of the instructor’s views; see Joyce Garvin, “Undue Influence: Confessions from an Uneasy Discussion Leader,” in Christensen, op.
While the variety of student paper topics poses the predictable challenge of assessing the quality of student analysis and reflection among works of differing levels of complexity and scale, it is endlessly fascinating. See Appendix 3 for the detailed assignment, bibliography offered to students, and paper grading template. 2 Class participation grading template Aware of own thought patterns and opinions Direct, clear response to other On-point rebuttal Good defense of point of view with back-up data Clear Consistent Maintains flow of discussion Correct grasp of facts 5 Excellent description of own thought process Can change point of view knowingly Clear depiction of novel or wellstructured point of view Ability to escalate/ deepen argument Ability to lay out strands of argument and evaluate them Adds new layer or larger question Class picks up on contribution Identifies patterns or themes 7 Offers novel, well fleshed out frameworks Direct engagement Helps others clarify their views or change them Excellent ability to lay out argument and evaluate it Sets new direction for discussion Class picks up on and follows contribution Novel or very well crafted interpretation 9 Misuse of concepts No use of concepts Inappropriate theme Inappropriate level of detail Personal experience Misses obvious links in material or comments Repeats points without realizing/ acknowledging Application of course concepts/ frameworks Linking/continuity Appropriate theme Appropriate level of detail Use of frameworks within discussion as expected Knowingly maintains flow Acknowledges links in material or comments Illuminating: helps others see new angle or understand in more depth Appeals to frameworks even when not expected Attempts to master frameworks through application Good summary: draws strands of discussion together Creates links across works or class sessions Changes way that class thinks about topic Helps others understand frameworks or concepts Brings new or novel dimensions or interpretations to concepts Excellent synthesis of discussion Creates links across works or class sessions MORAL LEADER INSTRUCTOR GUIDE WHAT FOLLOWS The remainder of this book explores individual classes, how they are structured in themselves and how they link to previous sessions and anticipate those that follow.
Teaching The Moral Leader: A Literature-based Leadership Course: A Guide for Instructors by Sandra J. Sucher