Course Syllabus
SCHOOL OF BUSINESS
UNIVERSITY OF ALBERTA
This course is provided for MBA students entering the Full-Time program in the Fall of 2011.
STRATEGIC MANAGEMENT AND ORGANIZATION 652 - Sections A1 and A2
Fall 2011
LEADERSHIP
SKILLS
Please Note: You are responsible for reading and following the instructions in this syllabus.
Instructor:
Dr. Richard Field
Office:
Business Building Room 4-30M
Telephone: Office 780.492.5921; Fax 780.492.3325
E-mail:
Richard.Field@ualberta.ca
Class Times: August 29 to September 2 from 8:30 a.m. to 12:00 noon at the Stollery Centre, 5th floor of the School of Business Building.
AND
Friday October 7 and Friday November 4 -- combined class in Stollery from 8:30 to noon and 1:00 to 4:30.
Friday September 9, Friday November 18, and Friday November 25:
Section A1 runs 10:00 a.m. to 12:00 noon in Business 3-06
Section A2 runs 2:00 p.m. to 4:00 p.m. in Business 3-06.
Office hours: I am always available both before and after class. You may also call or e-mail for an appointment, or drop in at my office.
Web Address for Professor: www.bus.ualberta.ca/rfield
Course Resources: http://www.business.ualberta.ca/rfield/Resources.htm [Click on this link to see previous tests for SMO 402 -- Management Skills for Supervisors and Leaders and for SMO 652 -- Leadership Skills]
SMO 652 Motto: "Nobody go back to where they were!"
Notes from General Faculties Council:
1. “Policy about course outlines can be found in Section 23.4(2) of the University Calendar.” Specifically, "At the beginning of each course, instructors are required by GFC to provide a course outline which must include the following: (1) a statement of the course objectives and general content; (2) a list of the required textbooks and other major course materials; (3) an indication of how and when students have access to the instructor; (4) the distribution of weight between term work and final examination; (5) identification of all course activities worth 10% or more of the overall course mark; (6) whether marks are given for class participation and other in-class activities as well as the weight of such participation; (7) dates of any examination and course assignments with a weight of 10% or more of the overall course mark; (8) the manner in which the official University grading system is to be implemented in that particular course or section, i.e., whether a particular distribution is to be used to determine grades, or whether there are absolute measures or marks which will determine them, or whether a combination of the two will be used. Instructors should refer to the University of Alberta Marking and Grading Guidelines.
2. From the University of Alberta Libraries website "Imagine that you were about to get surgery and just as you were going under, you discovered that your surgeon had cheated throughout his/her university career. Would you feel betrayed? What if it was your lawyer? Your accountant? Your child's teacher? All the above scenarios are reflective of a concept called academic integrity. As the above examples illustrate, academic integrity not only affects the climate at the university but it can also affect every other area of your life." http://www.library.ualberta.ca/guides/plagiarism/academic/index.cfm
The Centre for Academic Integrity at Duke University defines academic integrity "as a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these values flow principles of behaviour that enable academic communities to translate ideals into action." (See http://www.academicintegrity.org/)
From General Faculties Council: “The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at http://www.uofaweb.ualberta.ca/gfcpolicymanual/content.cfm?ID_page=37633) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.”
3. The University of Alberta Code of Student Behaviour (online at http://www.uofaweb.ualberta.ca/gfcpolicymanual/content.cfm?ID_page=37633#38360) specifies in Section 30.3.4 Inappropriate Behaviour towards Members of the University Community, subsection 30.3.4(1) Disruption, paragraph 30.3.4(1)a that "No Student shall disrupt a Class in such a way that interferes with the normal process of the session or the learning of other Students." Under Section 30.4.3 Levels of Sanction, subsection 30.4.3(1) Minor Sanctions, paragraph 30.4.3(1)a "Instructors have the authority to dismiss a Student from Class for no more than 3 hours of Class time for Disruption of a Class. In cases where a single class meeting is longer than 3 hours the student may be excluded from that entire class."
4. Students may wish to view past blank copies of SCHEDULED FINAL EXAMS for this course by visiting the SU Exam Registry in person, at 0-26 Students Union Building (SUB), or online at http://www.su.ualberta.ca/services_and_businesses/services/infolink/exams. Also see previous exams online at Course Resources: http://www.business.ualberta.ca/rfield/Resources.htm.
University Policy on Recording:
Recording is permitted only with the prior written consent of the professor or if recording is part of an approved accommodation plan.
In the
School of Business course calendar the course is described as: “The purpose of
this course is to increase the student's understanding of leadership roles and
skill in exercising those roles. These include team building, mentoring,
managing conflict, delegating, managing participative decision making, creative
problem solving, and time and stress management.” This purpose will be achieved by discussion,
writing, case analyses, and by experiential exercises and role
plays.
The
course text is Level Three Leadership: Getting below the surface,
5th edition, by James G. Clawson, Prentice Hall, 2012.
Fifth Edition.
The chapter titles and order are the same between the fourth and fifth editions.
There may be copies of the Fourth and Fifth editions of the textbook either in the bookstore, Subtitles, or for sale by students. The MBA Student Association runs a used book book exchange, see http://nakatsui.com/books/.
Fourth Edition.
The author's webpage is located at:
http://faculty.darden.edu/clawsonj/
Course
readings are selected from the Fast Company magazine and are available on the www.fastcompany.com
website. The purpose of these articles is to supplement the discussion of
leaders and leadership by examining examples from the popular management press
The back of the text has a number of exercises which can be done on an individual basis. I particularly suggest you look at the "Survey of Managerial Style" on page 384, "Balancing Your Life" on page 405, and "Leadership Steps Assessment" on page 413.
The appendix to the text offers a brief description of several leadership theories.
Course Requirements
My course activity goals are for you to: read all materials assigned before class; come to class and actively participate and discuss the topic under consideration; and to think and write about what we’ve covered.
LEARNING GOALS
There are a number of learning goals for this course:
1. Communication Skills - Oral and Written -- the student will have the opportunity to speak to the rest of the class and participate with others. Assignments have a written component to allow the development of writing skills. The student will become more proficient in oral and written communications.
2. Critical Thinking -- Students will be exposed to issues and ideas from the business press. Students will be better able to analyze problems, situations and issues in a clear-minded, rigorous intellectual manner.
3. Ethical Awareness -- Students will develop a high degree of awareness of ethical concepts and issues in the world of business and will begin to learn to develop strategies to both recognize and deal with ethical problems.
4. Global Awareness -- Students will develop an awareness of the global community in which business operates and how management and business operations are likely to vary between countries and cultures.
5. Information Literacy -- Students will read articles from the business press and learn to extract the key lessons from those articles. They will therefore become better able to read and learn from materials available to the public.
6. Practical Experience -- Students will develop the ability to apply academic knowledge to their own real-world work situations.
7. Teamwork -- Students will have the opportunity to work in a team and apply group concepts and techniques of leadership and conflict resolution toward the effective functioning of the team. Students will therefore become better team members and leaders of teams.
8. Leadership Skills -- Students will be encouraged to develop an understanding of leadership roles and skills and how leadership methods may change depending on organizational circumstances. At the end of this course students will be ready to lead in organizational settings.
There
are several components to the determination of the course grade in SMO 652.
1. Questions of the Day 5%. At the end of each of the first five days of class I will pose to you a "Question of the Day" about the topics discussed that day. Each is worth 1% and is graded as pass/redo. A pass paper receives 1%. A redo is returned to the student for makeup. Those that remain unsubmitted or that do not receive a pass mark receive 0%. A student who misses one or more of these first five days of class will be given a makeup assignment.
2. Team Presentation 30%. Teams in this course will be the official ones constructed by the MBA office. The MBA office will be conducting peer reviews of these teams throughout the term. An individual member of a dysfunctional team may earn only a portion of the mark assigned to the team for their presentation. For example, the team's grade may be 20 out of 25 and an individual member of that team who did not contribute fully may earn 80% of the team's mark, or in this example, 16 out of 25. The grade earned by an individual team member may vary from 0% to 100% of the team's mark.
PLEASE DO meet and work together as a team on the project so that you may benefit from each other's input. This takes longer and doesn't seem as efficient, but will be more fun and interesting for you. PLEASE DON'T decide quickly on a topic and then immediately break the task into chunks to be assembled just before the team project is due. This increases efficiency but is less likely to be effective, or fun. In your text effective teams are noted to have seven characteristics: Shared leadership, team accountability, distinctive purpose, shared work, open-ended meetings, collective measures, and real work (5th edition page 266; 4th edition page 292). You should try to use these principles to guide your work for this project.
Each team will choose a movie or a T.V. series. Given that choice, the title of that group's presentation is: "ALL I REALLY NEED TO KNOW ABOUT LEADERSHIP I LEARNED FROM ___________________" where the blank is filled in with that team's media choice.
There will be no duplications of topic, so send me your choice as soon as you have it and that topic will be reserved for your group. Topic choices will be input at the bottom of this online syllabus.
Teams have the option to meet with the course instructor in his office part way through the term to explain their topic choice and how they are progressing on the project.
Each team will create a 20 minute presentation either for live presentation in class on November 18 or for hand-in on DVD on November 18. What is handed in on the due date at the start of class is that media and its presentation case. There is no associated report or transcript. The media will contain your group's presentation, which must be a video showing the members presenting their project. Make sure your presentation will play on another computer than the one it was created on.
The first five minutes of your DVD presentation MUST include introductions of your group members, an introduction to your media choice, and a preview of what you will cover in the rest of your presentation. This part of your project may be shown in class to your peers so that they can see something of your project.
The duration of the presentation is to be 20 minutes of which five to eight minutes is used for video clips from your media choice and twelve to fifteen minutes is used for the team members explaining, demonstrating, or illustrating the ideas in the text with reference to the media choice. For those choosing to create the DVD, think of this as an in-class presentation but not presented in class. Each team's objective is to educate the class in an interesting and creative way about how we can learn more about leadership by studying the program. Put a credit for your media clips into your presentation and a disclaimer that the presentation is created for learning purposes only and not for any revenue generation. The media clips themselves may have a disclaimer overlaid ("for educational purposes only") should you wish. Clips of five minutes in total from a three hour movie are less than five percent of the total running time of the movie.
If the project is not handed at the start of class on the date due it is late and will have a deduction made of 10% of the grade received. For each additional day late (2:00 p.m. the next day including Saturday and Sunday) an additional deduction of 10% will be made. However, if you are having technical difficulties and come to me before class, I shall be merciful. What I don't like is students missing class to work on final project details and then handing the project in at the end of class hoping that no 10% late penalty will be applied.
Presentation criteria are: Presentation Skills and Interest to the Class; Content and Key Learning Points (what the class should learn and take away from the case presentation); Quality of Thought and Argument; and Timing.
A grading sheet will be used and is available online. Print this out for your reference as you prepare your group project.
Presentation Skills and Interest is judged on how well the material is presented. Can the video be seen? Are slides able to be read? Do the presenters speak clearly and with enough volume to be heard? Do the presenters speak in a way that generates interest in the material by the viewer? Is the content presented in a creative way? At the end of the presentation does the viewer wish to see more? Note that the quality of the media clips is not being evaluated, as long as the clips may be seen and heard. The project isn't about the media choice or the quality of the media itself, but about how well you present it. Don't spend a lot of your time on making your media look good -- spend your time on presenting your points in an interesting and effective way.
Content and Key Learning Points is about the breadth of the coverage on the topic. Does the group cover important and useful leadership concepts and theory? Does the group make it clear to the viewer what they have been taught by the presentation? Usually a viewer can only take away three or four main points from a presentation. Were there three or four main points? Were these made clear to the viewer and why they are important?
Quality of Thought and Argument is about depth of the coverage of the topic. Did the group accurately understand and use leadership concepts from the text and classes? Did the group do a fairly surface treatment of the leadership concepts and theory as it applies to the video content, or did they give some depth and subtlety of coverage? Were the points made about leadership, as illustrated by the media selected, useful, practical, and important? Did the group use the media to show examples of leadership concepts ("Here we see leadership in action ...") or, better, were the theories and concepts of this course used to understand the media chosen ("Notice how we can better understand the character's leadership by using this concept ...").
The Timing grade is calculated as the percentage of assigned time used and factoring in if the group used five to eight minutes of media in its presentation. Timing starts from the moment your presentation begins (that includes opening credits) and stops when the screen goes blank or when the words "THE END" appear. Grading stops at "THE END". This includes end credits. Anything after that point will be watched for interest but not graded. Media minutes count any time the clip is playing, even if your group is doing a voice over while it is playing. Still motion captures from your media example do not count towards your media time. For example, if a group were to hand in a project of 18:00 minutes or 22:00 minutes, a raw timing score would be calculated as (20 minutes x 60 seconds - 120 seconds/ 1200 = .9 times 5 equals 4.5 out of 5). If the group had five to eight minutes of their media choice then this grade would stand. If the group used more or less than five to eight minutes of their media choice then this grade would be adjusted downward. The adjustment is the number of seconds under or over the target of 5 to 8 minutes subtracted from 300 or 480 then divided by 300 or 480. This number is multiplied with your raw timing grade to determine your final timing grade. The point is to try to stay between five and eight total minutes of clips. OUTTAKES do not count against your total time. Outtakes are short clips of funny incidents of the group preparing its presentation.
On the DVD itself or the cover include a note with your total running time and total clip time so that I don't have to calculate that for each group.
If you feel that the viewer will not be able to understand your presentation without having seen your media choice, you may add an appendix of no more than ten minutes that is to be viewed without commentary before the viewing of the actual presentation. Label your DVD accordingly.
After the live presentations, several of the DVD presentations may be viewed in class (the first five minutes or so of each) on the hand-in day. I will later view and evaluate them. Your group will receive an email from me when all the presentations have been graded. In the email you will receive:
a. A few paragraphs on my reactions to your group's work
b. A grade using the rubric that lists your mark on each criterion in the rubric (and a copy of the rubric)
c. The class average across all groups
3. Midterm Exam 25%. The closed book midterm will consist of multiple choice questions that cover the first five classes, articles, text chapters and videos. Expect a question or two for each article and video, a question for most class activities, and several questions per chapter.
The two sections of SMO652 will be writing the same midterm exam. The honour system is in place such that all students writing in the earlier time slot are required to communicate nothing about the test to anyone in the other section. Even if asked how it was, the correct answer is "I am not at liberty to say anything about the test until everyone has written." Make sure any discussions you may have with someone in your section are not overheard by someone in the other section.
4. End-of-term Exam 40%. Students will write a closed book exam that covers all material from the course. On an 80 question test, about 14 questions will cover material up to the midterm. Sixty-six questions of the test will cover material since the midterm. This makes the weight of pre-midterm and post-midterm material about even over the midterm and the end-of-term exam. The test will consist of multiple choice questions that cover classes, articles, text chapters, videos, and presentations viewed in class. The test is meant to cover the range of material presented in the course and to encourage attendance in class, participation in class, and the studying and reading of course materials. Expect a question or two for each article and video, a question for most class activities, and about four or five questions per chapter. Previous tests are online at http://www.business.ualberta.ca/rfield/Resources.htm Check out the SMO402 tests.
The two sections of SMO652 will be writing the same exam. The honour system is in place such that all students writing in the earlier time slot are required to say nothing about the test to anyone in the other section. Even if asked how it was, the correct answer is "I am not at liberty to say anything about the test until everyone has written."
Course Grading
Your grade will be based partly on your absolute performance in the class and partly based on your performance relative to the other students in the class. Differences in absolute marks between the top of the class and the bottom can be small because MBA students are talented and perform well. The University of Alberta recommends for 600-level courses a mean grade of 3.33, or "B+". In general, grades will be assigned based on university guidelines. Grades below C+ are failures at the Master's level and are given when there are significant problems with that student's performance in the class. Any student with an absolute mark of 65% is guaranteed to receive a passing grade (C+ or higher). Course grading will be done for the two sections combined, in order to provide for more equity between sections.
| Grade | University Descriptor | Point Value |
| A+ | Excellent | 4.0 |
| A | Excellent | 4.0 |
| A- | Excellent | 3.7 |
| B+ | Good | 3.3 |
| B | Good | 3.0 |
| B- | Satisfactory | 2.7 |
| C+ | Satisfactory | 2.3 |
| C | Failure | 2.0 |
| C- | Failure | 1.7 |
| D+ | Failure | 1.3 |
| D | Failure | 1.0 |
| F | Failure | 0 |
Pre-Reading
The readings that you should aim to complete before the first class are Chapters 1 to 13 of the text and the Fast Company articles assigned for meetings 1 through 5. Take notes, especially on the articles, as we will discuss these in class. It is important to re-read or review chapters and articles before the meeting in which they are discussed to both refresh your memory and also to have a chance to think again about the chapter and article concepts. This means that if you read the chapters and articles well ahead of classes you will need to review them before class so that the ideas are fresh in your mind.
Classroom Expectations
At our first meeting expect the classroom to be set up twelve to fourteen pods of five or six students each. There will be a list showing table numbers and the table to which you have been assigned. Seating will change each day on a random basis.
You may have your laptops, cell phones, and Blackberries with you. Laptop e-mail, texting, and Internet access via iPod touch, Blackberry, or similar device is not allowed in the classroom. Your cell phone may be on vibrate and calls received may be taken in the hallway. Laptops may only be open in class when you are using yours to access electronic versions of the SMO652 course text and articles. This means no email, no Facebook, no texting, no Twitter, no YouTube, no on-line poker, no Internet access.
Eating hot food in class is not allowed. Not even at lunchtime! Hot food in class changes the atmosphere from one of professional MBA-level work to that of a lunchroom, which it isn't.
Disruption of the class in any way is not allowed.
Let me know when you will miss part of a class session. Sometimes seating arrangements need to be adjusted.
Expect the course instructor to greet you outside the classroom at the first meeting to shake your hand.
Course Schedule
|
Meeting |
Date |
Time |
Text Chapters |
Readings, Cases, and Notes |
|
1 Where We Are and Theoretical Background |
Monday August 29 |
9:00 a.m. to 12:00 p.m. |
Chapter 1: The Leadership Point of View Chapter 2: The Diamond Model of Leadership in Organizations |
Make sure you click on "Print this article", even if reading online, so you get the whole article in one go instead of page by page. Each article is meant to illustrate or be used as a case for the chapter concepts to which it is attached. When reading a particular article, consider it in the context of the chapter. Boring (Chapter 1) http://www.fastcompany.com/magazine/35/gaulier.html Putting Winds in Their Sails (Chapter 2) http://www.fastcompany.com/magazine/73/womanship.html
|
|
2 How to Lead
|
Tuesday August 30 |
8:30 a.m. to 12:00 p.m. |
Chapter 3: Levels of Leadership Chapter 4: The Changing Context of Leadership Chapter 5: Strategic Thinking
|
I Can Only Compete Through My Crew (Chapter 3) http://www.fastcompany.com/magazine/40/wf_walker.html
The Faces and Voices of Google
|
|
3 Future Oriented Leadership |
Wednesday August 31 |
8:30 a.m. to 12:00 p.m. |
Chapter 6: The Ethical Imperative of Level Three Leadership Chapter 7: Innovation and Leadership Chapter 8: Personal, Work Group, and Organizational Charters
|
We’ve
taken the greed out of sports http://www.fastcompany.com/magazine/40/wf_jernigan.html IDEO's David Kelley on 'Design Thinking' (Chapter 7) http://www.fastcompany.com/magazine/132/a-designer-takes-on-his-biggest-challenge-ever.html IDEO Shopping Cart Video from 2001 will be shown. See the book "The Art of Innovation" by Tom Kelley if you are interested (not required). |
|
4 Leading the Self and Others |
Thursday September 1 |
8:30 a.m. to 12:00 p.m. |
Chapter 9: Self Leadership Chapter 10: A Leader’s Guide to Why People Behave the Way They Do Chapter 11: The REB Model
|
Leadership Lessons of a Rock Climber (Chapter 9) http://www.fastcompany.com/magazine/77/rockclimber.html How to Lead Now (Chapter 10) http://www.fastcompany.com/magazine/73/leadnow.html Generational Divide Slide |
|
5 Where am I now? |
Friday September 2 |
8:30 a.m. to 12:00 p.m. |
Chapter 12: Leadership and Intelligence |
Weird Science (Chapter 12) http://www.fastcompany.com/magazine/105/open_food-cantu.html What
Should I Do with my Life? http://www.fastcompany.com/magazine/66/mylife.html
The Seven Ages of the Leader (Chapter 13) by Warren Bennis, Harvard Business Review, January 2004, Vol. 82, Issue 1. PowerPoint: Resonance/Flow (This PowerPoint may be used in class. It supports ideas from the chapter).
|
|
|
Monday September 5
|
This is a statutory holiday -- Labour Day. The University of Alberta is closed. |
||
|
6 |
Friday September 9 |
a.m. or p.m. |
Midterm exam
|
The midterm will consist of multiple choice questions that cover the first five classes, articles, text chapters and videos. Expect a question or two for each article and video, a question for most class activities, and several questions per chapter.
|
|
7 Leading Others |
Friday October 7 |
8:30 a.m. to 12:00 noon |
Chapter 14: The Global Leader Chapter 15: Leading Others Chapter 16: The Appeal of Level One Leadership |
BMW: Driven by Design (Chapter 14) http://www.fastcompany.com/magazine/62/bmw.html Marcus Buckingham Thinks Your Boss Has an Attitude Problem (Chapter 15) http://www.fastcompany.com/online/49/buckingham.html
For further reading (not required), see the associated book "First, Break all the Rules: What the World's Greatest Managers Do Differently" by Marcus Buckingham (1999)
The Clear Leader (Chapter 15) http://www.fastcompany.com/magazine/92/clear-leader.html
The recent fourth book in the series, 2007, is "Go Put Your Strengths to Work : Six Powerful Steps to Achieve Outstanding Performance" (not required for this course)
|
|
8 Leading Others
|
Friday October 7 |
1:00 p.m. to 4:30 p.m. |
Chapter 17: The Limits of Level Two Leadership Chapter 18: The Focus and Impact of Level Three Leadership Chapter 19: Six Steps to Effective Leadership |
The Agenda: Grassroots Leadership (The
U.S.S. Benfold and its captain, Mike Abrashoff) http://www.fastcompany.com/magazine/23/grassroots.html ++++++++++++++++++++++++++++++++++++++
For further reading (not required), see the associated book "It's Your Ship: Management Techniques from the Best Damn Ship in the Navy" by D. Michael Abrashoff (2002) and his follow-up book "Get Your Ship Together: How Great Leaders Inspire Ownership From the Ground Up" (2004) Also see Mike Abrashoff's "Grassroots Leadership" consulting business website at: http://www.grassrootsleadership.com/ 10 Principles of Grassroots Leadership See http://www.grassrootsleadership.com/page.cfm?name=Video# for video clips of Mike Abrashoff speaking about his leadership.
|
|
9 Leading Teams |
Friday November 4 |
8:30 a.m. to 12:00 noon |
Chapter 20: The Language of Leadership Chapter 21: Leading Teams Chapter 22: Leading By Design |
Powerpoint: Language of Leadership Leadership's Online Labs (Chapter 21) Harvard Business Review, May 2008, Volume 86 Issue 5, by Byron Reeves, Thomas Malone, and Tony O'Driscoll. The Fabric of Creativity (Chapter 22) http://www.fastcompany.com/magazine/89/open_gore.html
|
|
10 Leading Teams |
Friday November 4 |
1:00 p.m. to 4:30 p.m. |
Chapter 23: Human Resource Management Systems
Chapter
24: Leading Change Chapter 25: Conclusion
|
http://www.fastcompany.com/magazine/97/open_hr.html Change or Die (Chapter 24) http://www.fastcompany.com/magazine/94/open_change-or-die.html Powerpoint: Change Process
|
|
Thursday November 10 |
No class this day. Classes are withdrawn at the University due to Remembrance Day on Friday. The University is open, however. | |||
|
|
Friday November 11 |
|
Remembrance Day Holiday. The University of Alberta is closed.
|
|
|
11 |
Friday November 18 |
Group Projects are Due at the start of class
|
Live Project Presentations. Let me know by early November if your presentation is live or on DVD. Group Project Screenings. Make sure yours will run on the Business 3-06 computer. The first five minutes or so of each group's project may be shown in class, depending on how many live presentations we have. Section A1 Live: Section A2 Live: Groups 15, 10, and 12.
|
|
|
12 |
Friday November 25 |
a.m. or p.m. |
End of term exam
|
|
|
Groups and Projects |
Section A1 Teams Team 1: Saving Private Ryan Team 2: Kung Fu Panda Team 3: Apollo 13 Team 4: Cool Runnings Team 5: Wall Street Team 6: Toy Story 3 Team 7: Twelve Angry Men Team 8: Last Castle Section A2 Teams Team 9: The King's Speech Team 10: Office Space Team 11: Dead Poets Society Team 12: The Simpsons Team 13: Remember the Titans Team 14: The Lion King Team 15: The 300 Team 16: Monsters Inc.
|
| Midterm Out of 82 The number below is the student's raw score out of 82 |
Number of Students |
| 75 | 2 |
| 74 | 1 |
| 73 | 3 |
| 72 | 2 |
| 71 | 1 |
| 70 | 7 |
| 69 | 3 |
| 68 | 7 |
| 67 | 1 |
| 66 | 5 |
| 65 | 5 |
| 64 | 3 |
| 63 | 6 |
| 62 | 4 |
| 61 | 2 |
| 60 | 2 |
| 59 | 3 |
| 58 | 3 |
| 57 | 0 |
| 56 | 2 |
| 55 | 2 |
| 54 | 0 |
| 53 | 1 |
| 52 | 3 |
| 51 | 0 |
| 50 | 0 |
| 49 | 0 |
| 48 | 0 |
| 47 | 1 |
| 46 | 0 |
| 45 | 0 |
| 43 | 1 |
| Average from 70 students writing | 64.07 out of 82 or 78% |
© 2011 School of Business, University of Alberta
For further reading (not required), see the associated book "What Should I do with my Life: The True
Story of People Who Answered the Ultimate Question" by Po Bronson
(2002)
See also (not required) the second book in the
series, "Now, Discover Your Strengths" (2001).
The Clear Leader article is based on the third book in the
Marcus Buckingham series. The book (not required) is "The
One Thing you need to know ... About Great Managing, Great Leading, and
Sustained Individual Success" (2005). 
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