Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Purpose
Introduction to Inclusive Leadership in Organizations examines how leaders formulate complex and effective strategies for equitable policies, practices, and procedures. This course equips students with the framework to develop skills that will allow them to analyze and navigate your current organizations, using past, current, and potential work experiences. The analytical frameworks will help students to understand leadership; the practical experience will help students put that understanding into action.
Inclusive Leadership
In the Inclusive Leadership concentration, you will learn to apply principles of inclusion as a lens to view relationships, processes, and interacting systems. Emphasis is placed on developing leadership competencies for understanding the interacting components of the organization’s systems, applying appropriate ethical frameworks for solving problems, identifying the pro-social and anti-social nature of organizational behaviors, and effectively implementing strategies that create and sustain intercultural awareness. Inclusive leaders espouse pro-diversity beliefs and behaviors; support an organizational culture of belongingness; recognize the unique value of the individual and the collective value of groups, and envision an organizational environment based on morality, impartiality, fairness, and respect. Students will learn fundamental theories of leadership and theories that are relevant to the study of human relations for practical application.
Course Objectives
At the end of the course, students should be able to acquire the following learning objectives:
- To discuss the foundational understandings of various critical social/political issues that hinder inclusive leadership
- To recall how the six signature traits of an inclusive leader aids inclusive leaders effectively and equitably in organizations
- To explain the need to adopt human relations(hips) through inclusive leadership in various leadership capacities (local/global)
- To evaluate ethical decisions within (self, others, teams, or organizations) that could limit one’s ability to implement inclusive leadership Course Expectations
Weekly Learning Experience
This course experience includes core learning activities that are foundational to Inclusive Leadership such as (2) research papers, discussion board interactions, reflective written assignments, and live zoom sessions.
Your contributions and participation are vital to the success of your learning experience. Success in the course requires active participation throughout the week in online activities, as well as thoughtful consideration of the materials provided.
Technical Requirements that may be required to utilize technology in this course:
-
A headset or microphone.
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A webcam.
You are required to be on camera and engaged. Students who miss more than two live sessions will not receive full credit for attendance.
Course Materials:
Book:
Supplemental Articles:
- Bourke, J., Dillon, B. (2016). The six signatures’ traits of inclusive leadership: Thriving in a diverse new world. Deloitte Insights
- Bourke, J., & Espedido, A. (2019). Why inclusive leaders are good for organizations, and how to become one. Harvard Business Review Online.
- Bourke, J., & Dillon, B. (2018). The diversity and inclusion revolution: Eight powerful truths. Deloitte Review, 22, 82-95.
- Freire, O. (2000). Pedagogy of the oppressed: 30th anniversary edition . New York: Continuum International Publishing Group
- Navigating Inclusion as Leader: Introducing the Inclusive Leadership Compass, (2019). 360 Inclusive Leadership Compass
- Roberson, Q., & Perry, J. L. (2021). Inclusive leadership in thought and action: A thematic analysis. Group & Organization Management,
- Shore, L. M., & Chung, B. G. (2021). Inclusive leadership: How leaders sustain or discourage work group inclusion. Group & Organization Management
- Tapia, A., & Polonskaia, A. (2020). The 5 Disciplines of Inclusive Leaders: Unleashing the Power of All of Us. Berrett-Koehler Publishers.
Additional Materials
- American Psychological Association (APA) Formatting and Style Guide (7th Edition)
Course Activities Overview
| Activity | Description | Points |
|---|---|---|
| Annotated Bibliography | Research Paper | 150 |
| Discussion Board |
Weekly 7 @ 40 each |
280 |
| Inclusive Leadership Philosophy | Essay | 150 |
| Live Sessions |
Weekly 8 @ 20 each |
160 |
| The Practice of Inclusive Leadership | Research Paper (To be included in Capstone Portfolio) | 250 |
| Critical Reflection Assignment | Essay | 125 |
| Total | 1115 |
Grading Scale (rounding will be applied)
| Points | Letter Grade |
|---|---|
| 1004-1115 | A |
| 892-1003 | B |
| 781-891 | C |
| 669-780 | D |
| Below 669 | F |
Course Components
Annotated Bibliography
This assignment requires research identifying (10) journal articles, books or book chapters or other reference materials on any aspect of inclusive leadership in other words, what would you like to learn more about that would enhance your inclusive leadership skills? These sources will also inform your Inclusive Leadership Philosophy. Your annotated bibliography must contain sources that will provide a researcher with a base line understanding of the topic as well as a reference point for a specific area, point of view or historical perspective that you are trying to convey.
The Bibliography should contain an opening abstract of no more that 300 words that describes the reference point and the coherent theme in which the citations in the bibliography fit.
All citations must be from peer-reviewed journals or books or book chapters from academic publishing sources. Each bibliographic annotation should be between 150-200 words in paragraph form with content that is both informative and evaluative. (10 pts per annotation) 100pts
Discussion Board
Read discussion board post directions carefully. These posts will vary in length, but they are generally 300 words. In addition to your individual post, you should also comment on 1 other students’ post with critical insight and support (evidence-based replies or peer-review articles). Remember that discussion boards posts can be read by anyone in the class, so consider your audience carefully. Your posts should also be carefully proofread. You will lose points for spelling, grammar, and mechanics mistakes.
Inclusive Leadership Philosophy
This assignment is a personal, creative, expression of self. Your leadership philosophy will build from a specific operating orientation that is determined from the questionnaire.
Live Sessions
There are (8) required one-hour Live Sessions, via Zoom, built into the course.
There are two ways in which you can earn points for the Live Session:
- Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Start Assignment" button at the top of this page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom.
- Make-Up (Watch Recording-Submit Written Summary): In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session then write a paragraph summarizing the Live Session from your perspective. Click on the "Start Assignment" button to type (or copy/paste) your paragraph into the text field.
The Practice of Inclusive Leadership
This is a 10 page (min) paper that discusses the role of inclusive leadership in influencing the organizational culture among a diverse global group of employees.
Important: This paper will become an artifact in your capstone portfolio.
Critical Reflection
The Critical Reflection is a short essay in which you reflect on your natural leadership style and your emerging knowledge of the Inclusive Leadership philosophy or model of leadership.
Course Policies
Communication
It is my attempt to respond to all messages within 24 hours if received Monday through Thursday, and within 48 hours if received Friday through Sunday.
Late Policy
Thus, deadlines are treated seriously in this class. All assignments are due by 11:59 p.m. on the date of the deadline unless otherwise instructed. Having reliable, alternate sources of technology is highly recommended for timely submissions of assignments. However, if extenuating circumstances develop, I will consider them on a case-by-case basis. Late assignments will need to be approved in advance or otherwise unaccepted.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|