updated 3/27/13
Leadership
Vision Assignment
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GOALS:
[1] GOALS OF THE REQUIRED NEW CURRICULUM
Basic Education Requirements of U.T.: “The University must not only equip its graduates with occupational skills but also educate them broadly enough to enable them to adapt to and cope with the accelerated process of change occurring in business, professional, and social institutions today.“ Core Curriculum Goal is “To better prepare students for a changing world by making sure they graduate with the flexible skills they need”
[2A1a] Goal: To express leadership in writing, especially in the leadership vision, focusing on a passion of the writer that works best FOR THE BENEFIT OF SOCIETY. (CORE PURPOSE OF U.T.)
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YOUR ASSIGNMENT: IS TO CREATE A "PRACTICE" LEADERSHIP VISION OF WHO YOU WANT TO BE AND/OR WHAT YOU WANT TO ACCOMPLISH, A LEADERSHIP VISION THAT WILL ENABLE YOU TO PRIORITIZE YOUR CHOICES MORE EFFECTIVELY, ENABLING YOU TO SAY 'NO' TO THOSE OF LESSER IMPORTANCE, PROVIDING YOU WITH BETTER TIME MANAGEMENT FOR THE REST OF YOUR COLLEGE CAREER AND LATER.
It is only practice, in the sense that you can change it all tomorrow.
What is important is to learn that you can indeed create a leadership vision and begin to deal with obstacles to such visions, such as perfectionism, trying to do everything, inability to say 'no' to others, etc.
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CHECKLIST FOR ALL OPTIONS:
a)
1400 words, accurate
word count without quotations,
b) ACTION PLAN,
for option 1: at least 500 words and at least 350 of those words must be devoted to specific, manageable goals, starting with your college years.
For option 2: at least 350 words and at least 175 of those words must be devoted to specific, manageable goals, starting with your college years.
Action plan checklist for option 1:
(1) stretch goals (experiments, prototypes),
(2) manageable goals (small wins, predictable successes)
(3) timelines.
(4) Must include plans for the rest of your college experience, including:
(a) relevance, if any, of the required courses in reading and writing (INCLUDING this one) for your vision.
(b) finally, you will need to specify which aspects of this course, if any, help you implement your leadership vision and which do not;
(5) Must quote from the assigned readings listed at the end of these instructions
*SEE BELOW FOR MORE ABOUT YOUR ACTION PLAN.
OPTION 1: LEADERSHIP VISION FOR A CAUSE, COMMUNITY, ORGANIZATION, ETC., FOR THE BENEFIT OF SOCIETY. Instructions for Option 1.
OPTION 2: HOW CAN I BECOME A BETTER LEADER FOR THE BENEFT OF SOCIETY? Instructions for Option 2.
OPTION 3: SOME COMBINATION OF THE ABOVE
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REQUIREMENTS FOR ALL OPTIONS:
[1] NOT A CAREER EXPLORATION ESSAY. This is not just about your career but also what you might want to accomplish outside your work roles. Whatever option you choose, remember that this is not simply or even primarily a career exploration essay. Let go for now, if you can, your fears of not having already decided on one major, one job, in short, of not having planned your life.
[2] BOTH OPTIONS MUST INCLUDE PLANS FOR THE REST OF YOUR COLLEGE EXPERIENCE. For this essay, you MUST focus at some point on the connections or lack of them between college ACADEMICS and your leadership vision. This is especially important if you find that your extracurricular activities are the ones that are most essential for your leadership vision.
If you can make thorough and meaningful connections with ACADEMICS and your leadership vision you will then have more motivation and a greater sense of purpose for your college experience. If you can not make such connections you need to seriously consider dropping out at least temporarily until you can make them.
When considering ACADEMICS you will need to consider your MAJOR OR DEGREE PLAN AND THE REQUIRED COURSES, BOTH LOWER DIVISION AND UPPER DIVISION: you will need to consider the relation of each and every course required by your College and your concentration or major for your leadership vision. If any of those courses seem to be simply an obstacle to you, you will need to write about how you will deal with that.
In the process you MUST WRITE ABOUT the relevance, if any, of the REQUIRED COURSES IN READING AND WRITING (including this one and your thesis) for your vision. FINALLY, YOU WILL NEED TO SPECIFY WHICH ASPECTS OF THIS COURSE, IF ANY, HELP YOU IMPLEMENT YOUR LEADERSHIP VISION AND WHICH DO NOT.
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FOR ALL OPTIONS:
IN ANY CASE, for the hard copy of P4 you will need to QUOTE from the assigned readings listed at the end of these instructions. Double points will be awarded for citatations from more than three sources in the assigned reading below.**
P4 HARD COPY
WHAT SHOULD BE IN THE FOLDER TO BE HANDED IN?
[1] YOUR FINAL COPY CLEARLY MARKED AS "FINAL COPY. " FORMAT: DOUBLE-SPACED, WITH A TITLE, PAGE NOS., and FOOTNOTES AT THE BOTTOM OF THE PAGES, using the University of Chicago footnote method (See Faigley ***),. LAST PAGE SHOULD PROVIDE THE WORD COUNT (both with and without quotes) AND THE U.R.L. OF THE BLOG VERSION. THIS FINAL VERSION SHOULD BE PUT IN A POCKET FOLDER WITH YOUR NAME ON THE OUTSIDE OR -5.
ALSO IN THIS FOLDER SHOULD BE these and only these related materials
[2] The P1, P2, and P3 rubric evaluation forms from me and the P1, P2, and P3 final essays edited by me, with my marks on the copy or -50
[3] A COPY OF YOUR ORIGINAL DRAFT of P4, THE ONE YOU UPLOADED TO BLACKBOARD;
[4] ALL CRITIQUES YOUR COLLEAGUES MADE OF YOUR PROJECT, PUT INTO A SINGLE WORD DOCUMENT, WITH THE NAME OF THE REVIEWER and the color code AT THE TOP OF EACH CRITIQUE.
[5] A SECOND DRAFT WITH ALL THE CHANGES YOU MADE IN RESPONSE TO ALL THE CRITIQUES, WITH CHANGES NOW HIGHLIGHTED AND COLOR-CODED TO SHOW WHICH CHANGES WERE MADE IN RESPONSE TO TO WHICH REVIEWER, INCLUDING ANY MADE IN RESPONSE TO THE INSTRUCTOR'S CRITIQUES OF P1, P2, and P3.
Detailed criteria for your print version here (to be turned into the instructor).
***You will find the Chicago Manual of Style Online in any of three places on the UT Libraries website:
1. On the lists of Databases:
English Literature: http://www.lib.utexas.edu/indexes/titles.php?subject=English+Literature
Comparative Literature: http://www.lib.utexas.edu/indexes/titles.php?subject=Comparative+Literature
Rhetoric: http://www.lib.utexas.edu/indexes/titles.php?subject=Rhetoric
2. On the list of Style Manual Quick Guides: http://www.lib.utexas.edu/refsites/style_manuals.html (You can navigate from the CMOS Quick Guide to the full guide.)
3. From Catalog entries for any of the copies of the 15th or 16th edition of the Chicago Manual of Style; use the Find It @ UT button to search for the online version.
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*MORE ABOUT THE ACTION PLAN:
Stretch goals move the individual or the organization forward toward the vision. They are almost impossible (but not quite), big, bold leaps into the future. They draw not only on your passion but your ability to think outside the box, beyond your comfort zone. Nevertheless, if possible, they should have specific timelines, with objective assessment indicators for accomplishment: dates, numbers, percentages, new services, etc.
Manageable goals are more attainable milestones that encourage you with quick wins, enabling the individual or organization to stay motivated, engaged, and propelled by a growing sense of confidence. Defined action plans and strategies for success, they are specific, measureable, realistic, and possible. Each manageable goal should begin with a first step, proceed with specific tasks, identify resources needed, and set a deadline or timeline. In your specification of timeline and dates, especially your first- step tasks, begin with your first year of college. Your first important decision may well be whether to stay in college or to leave to implement your leadership vision. Many famous leaders have left college early or skipped college altogether. To decide where you should follow that path you will need to consider how, if at all, college relates to your passion and leadership vision. See above: ÒMUST INCLUDE PLANS FOR THE REST OF YOUR COLLEGE EXPERIENCEÓ
**REQUIRED READING, SOURCES FOR QUOTES:
Online: Leadership the new curriculum
Anthology:
495-505 Robert J. Lee, Discovering the Leader in You
506-514 Relevant selections from How Can I Help?
LEADERS: EXAMPLES FROM U. T. AUSTIN
515-551 Texas, our Texas: Cousins, ”Memories of an English Major”; Cooley, “The Best of Times”; Jones, “Between the Wars”; Oliver, “Some Blues for a Trio”; Dick, “A Gallant and Beautiful Spirit”; Flowers, “’The Times They Were a Changing’”; Whittier, “The Last Bastion”; Schwartz, “The Web of Campus Life”
552-578: TxTell: UT Stories: Alan Bean ; Barbara Conrad; Denton Cooley; Catherine Crier; Edwin Dorn; Lee Jamail; Luis Jimenez; Alejandro Junco de la Vega; Red McCombs; Bill Moyers; Americo Paredes; George W. Pierce; Weldon Smith Ben Streetman; Heman Marion Sweatt
603A Anthology Required Readings:
32-34 Revenge of the Right Brain
44 Negative vs. Positive Attitude
58 U. T. Core Values
60-62 Perfectionism
69-70 Scallop Shell Symbolism
74-75 Motivation
76 Goal Setting
86-87 “Procrastination: How Adolescents Encourage Stress”
88-89 Covey, Personal Planning System, from Eighth Habit
90-91 Overcoming Procrastination;
92-93 Design Your Own Procrastination Plan
190-197 Covey, Principled Leadership
191 Service Orientation, Law of Love, Seek first to Understand 192 Focusing on that which is greater than the ego 193-195 Conscience, Character, ….. 196-197 Left Brain/Right Brain
198- 209 Covey, The 8th Habit: From Effectiveness to Greatness
199-205 The Whole-Person Paradigm, incl. Spiritual Intelligence 206 Compassion and Conscience 207-208 Ethos, Pathos, Logos 209 Character
THE IDEA OF A UNIVERSITY
278A-B Flawn, Address to the University, 1984
279-280E Newman, The Idea of a University, Discourses 5-7
280F-280H Giametti, Yale Freshman Address
280I-280J “Liberal Arts” defined
280K-280L Newman and the Liberal Arts
280M-280N Brickley, “Value of the Liberal Arts”
280-0-P History for Dollars
280Q Well-Rounded Docs
THE IDEA OF PLAN II
280R-280V Plan II history and goals
358A-E MBA Ethics Oath
359 Sisodia, Ethical Capitalism
360 Cox, Ethics in Business Education
612-615 Leadership, EQ, and Both Sides of the Brain
Review:
210A-B Meyers-Briggs business uses
210C-223 Different Drums and Different Drummers
CAN YOU MAKE A DIFFERENCE?
436 The Starfish Story
437-438 Local Protestors
POLITICS
439-442 Humane Slaughter Act
443-448 California, Iowa
ACTION PLAN EXAMPLES, from P.E.T.A
449-451 Creating a Group
452-453 Ten Actions
454-458 Protect Companion Animals
459-462 Protect Laboratory Animals
463-465 Stop School Vivisection
RECOMMENDED: Covey book if you have it: Character Ethic 18,22 vs. Personality Ethic which focuses on technique alone; Principles of Empathic Communication 236-238 Empathic Listening 239-241 examples 252-255; love 80, 132, 199; compassion for those living out the scripts of others 93; dependence-independence-interdependence 49, 51 synergy of the group creative process 263-266. ALSO, making and keeping commitments 89-90; rescripting 103; personal mission statement 106; holistic vision 131; basic principle of love 132; a good affirmation 133; visualization 134; conscious and unconscious 135; independent will 147-149; need for a higher purpose 98; spiritual dimension 292-4 that which is greater than the self;