leadership seminar: strategy mapping as a tool for ... · leadership seminar: strategy mapping as a...

Leadership Seminar: Strategy Mapping as a Tool for Focusing on What Matters

One Credit Case Study 5:00 pm – 6:15 pm

Course Dates: September 14, September 21, October 12, October 26, November 16, December 7

Don Schutt, Director, Office of Human Resource Development

Office Address: 189 Bascom Hall 500 Lincoln Drive

Office Phone: 608-262-7106 Home Phone: 608-838-9769 Fax: 608-265-5824 E-mail: [email protected] Web Site: https://mywebspace.wisc.edu/daschutt/leadershipseminar/

Course Overview Course Description The course is geared for learning about organizations and applying a strategy-focused framework to existing organizations. Students in this course will examine an existing organization that they are involved in and apply the concepts in the reading to their experience in the organization, specifically considering the framework. The end result will be the creation of a “strategy map” case study including implications for further action. Course Goals Increase knowledge of leadership techniques and theories

Increase knowledge in organizational development Course Structure: The course will be open only to students who are in the leadership course (Soc 496 or Interdisciplinary L&S 400 Leadership Seminar). Students will meet five times for 75 minutes beginning the third week of class. Course Schedule: September 14 – Introduction to the Strategy Focused Organization September 21 – Overview of Strategy Mapping October 12 – Measuring and Developing Cause and Effect Linkages &

Setting Targets and Priority Initiatives October 26 – Critical Friends Process for Case Study Development November 16 – Critical Friends Process for Case Study Development December 7 – Leadership and the Strategy-Focused Organization & Case

mailto:[email protected]

https://mywebspace.wisc.edu/daschutt/leadershipseminar/

2010 Leadership Seminar Third-Credit Syllabus

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Studies Due/Course Evaluation Course Format Each session the course may include a combination of the following: discussion of readings, experiential activities designed to integrate the material with students’ campus experiences and encourage reflection on their own emerging leadership style, and mini-lectures from guest speakers.

Primary Course Texts Kaplan, R. S., & Norton, D. P. (2004). Strategy Maps: Converting Intangible Assets Into

Tangible Outcomes. Boston: Harvard Business School Publishing Corporation. Person, R. (2009). Balanced Scorecards and Operational Dashboards with Microsoft Excel.

Indianapolis, IN: Wiley Publishing, Inc. Summary of Course Requirements Assignments (Deadlines) & Projects Total Points Meeting Participation (15 points per class, 6 weeks) (Due: Every Class) 90 (18%)

Meeting Participation (60) points total – 10 points per class, 6 weeks) Class Contribution and Attendance (30 points total – 5 points/class, 6 weeks)

Critical Friends Case Study Presentation (Due: October 26, 2010) 160 (32%)

Framing the Issue – Short, written paper (50 points) Preparing to Present and Presentation – Not written (25 points) Following Your Presentation – Not written (25 points) For the Presenter Response – Also short, written paper (60 points; due the week following your presentation)

Strategy Map Case Study Project (Due: Week of December 7, 2010) 250 (50%)

Organizational Overview (50 points – Due: September 14) The Organizational Blueprint (50 points – Due: September 21) Proposed strategy for alignment and resource allocation – Draft Strategy Map (50 points – Due: October 12) Concluding remarks, recommendations, and personal remarks (100 points – Due: December 7)

Total Points 500 Points Specific criteria for each assignment are discussed in the section “Assignment and Project Description and Evaluation Criteria.” NOTE: These 500 points will be added to the existing points in the other two credits of the course and final grades will be based on the percentage of cumulative course points (so your grades will be out of 1,500 points in the course instead of out of 1,000 possible course points). This means that you performance in the third credit option could impact your grade in the course. Example, you end up with 947/1,000 points in the two-credit portion of the course (which would be an “A”) but you only receive 405/500 points on the third credit, your total points would be 1,352 points so the final


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grade would be an “A/B.”

General Course Guidelines Timeliness You are expected to turn in course work on the dates assigned. Points will be deducted for late assignments. All work not submitted by the final week of class will be graded as zero points. If you are having difficulties completing work for this course, please contact me in advance of the due date. Academic Honesty and Conduct Plagiarism is not acceptable and will be addressed. All work must be created originally for this course. It is not acceptable to submit work in this course that was completed for another course. For more information regarding academic misconduct, see the Web site at http://students.wisc.edu/saja/misconduct/misconduct.html. Grading System Letter grades will be assigned based on the total points earned when the two-credit points are added to the three-credit points and the corresponding letter grades according to the system below: A = 1,410-1,500 A/B = 1,312-1,409 B = 1,237-1,311 B/C = 1,162-1,236 C = 1,050-1,161 D = 900-1,049 F = Below 900 Class Attendance You are expected to attend all class sessions for the entire class period. If you choose to miss, or unable to attend, a class session, you will lose class contribution and attendance points (10 points per session not attended). If you miss a class, you may make up the points for up to a total of one class. To do this, you will need to interview a class member and write a one-page reaction paper that represents what you reactions would have been to the class discussion if you had attended. Note, if you submit your session writing focus on time, you will still receive credit for that portion of the Session Participation portion of your grade Written Work General guidelines for the written work is that it should be type-written (or computer processed) in a font size not larger than 12 point, and formatted as if on an 8-1/2” X 11” sheet of paper, double-spaced, with a maximum of 1-1/2” margins at the top, bottom, left, and right of each page. In addition for the course projects (specifically the group project paper and the self-evaluation and action plan), please attach a cover sheet/title

http://students.wisc.edu/saja/misconduct/misconduct.html


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page. This page should be centered and include your name, assignment title, and date. There is also a “half-page rule.” What this means is that whenever there is a minimum page requirement, the last page only counts if, when folded in half, the writing goes below the fold. There are multiple ways to submit your work.

1. The preferred method for submitting the work would be electronically utilizing the dropbox function in Learn@UW. Regardless of which electronic method you choose, please always be sure to keep a second copy of your work and please note the date that you submit the work electronically.

2. The second preference would be to send your completed assignments to me at [email protected]. Please use Microsoft Word (.doc) or Rich Text Format (.rtf). Again, it is your responsibility to save a hard copy or backup file to protect against unforeseen technical difficulties. If there is ever a discrepancy, this helps us to resolve the issue.

3. You are also welcome to turn in any work at the beginning of each class period. I will provide comments back to you regardless of how the work is submitted. If you would like to submit a hard copy of your work and would like to reduce the amount of paper used, please feel to print on both sides, or use recycled paper.

Paper writing tips for the case study: (a) Number each page beginning with the first work (excluding the cover page); (b) Double-space every line; (c) Do not double-double-space between paragraphs; (d) Submit only work created for this specific course; and (e) Session writing and individual issue paper are to be completed independent of

others and for this course; facilitated discussion summaries, group presentation and group facilitation are to be completed as a contributing group member.

Assignment/Project Descriptions and Evaluation Criteria Participation 90 points

(DUE EACH SESSION) Includes the rich area of in-class interactions based around the topic of leadership and strategy-focused organizations. This includes individual class contributions, regular class attendance, and the timely completion of the session writing focuses. Specific Evaluation Criteria: (A) Contributed in class, listening to others, involvement in discussion and group

activities, openness to experiencing new activities. Note class attendance policy listed earlier. (10 points per class for a total of 60 points)

(B) Attended class meeting from the beginning of class and remained until the end; may be prorated depending on time in class. Note class attendance policy listed earlier. (5 points per class for a total of 30 points)

mailto:[email protected]


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Critical Friends Case Study Presentation 160 points (DUE: Parts 1-3 are due October 26, 2010; Part 4 is due week following presentation) The Critical Friends case study has two parts. The specific points and expectations are at this syllabus in the document titled “Critical Friends Presenter Worksheet.”

1. Framing the Issue (Written): 50 points (due Oct 26) 2. Preparing to Present and Presentation: 25 points (due Oct 26) 3. Following Your Presentation: 25 points (occurs during class Oct 26)

4. For the Presenter Response (Written): 60 points (due the week following your

presentation). The purpose in this assignment is: to identify the important concepts from the readings; to communicate the connection from the readings to leadership activities to the class through planned learning activities; and to practice identifying objectives and communicating effectively. Specific Evaluation Criteria (150 points):

1. Framing the Issue: 50 points (due Oct 26) It is important to provide the group participants who will be discussing your issue with enough information to discuss effectively and create solutions for the issue you are presenting. As you prepare your issue, consider including the following: (a) Context in which the issue presents itself – does this situation come up in

department meetings, or is this related to a philosophical disagreement in a particular discipline (10 points)

(b) Important components surrounding the case – past history between the actors, or personnel structures that affect your ability to act (10 points)

(c) If there is a meta issue looming behind the issue you present, it would be useful to share that with the discussants (10 points)

(d) Your actions and/or reactions about the issue (10 points) (e) What you would like the group to discuss or the outcome you seek from

the discussants – alternate suggestions, reinforcement for your actions, identify potential obstacles for you, etc. (10 points)

2. Preparing to Present and Presentation: 25 points (due Oct 26)

Consider bringing notes to the meeting at which you present. Remember that you only have five minutes to present your issue. Discussants do have five minutes to clarify but that is really time for them to get a better idea of the scenario. It is very important to let the group know what you want to get as a result from their discussion. (a) Effectively described the context in which the issue presents itself – does

this situation come up in organizational meetings, or is this related to a philosophical disagreement in the group? (10 points)


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(b) Specifically described what you would like the group to discuss or the outcome you seek from the discussants – alternate suggestions, reinforcement for your actions, identify potential obstacles for you, etc. (10 points)

(c) Remained within the timeframe (5 points)

3. Following Your Presentation: 25 points (occurs during class) Listen carefully; take notes. Often the discussants will try to bring you back into the group, but it is more useful if you are able to distance yourself from the discussants so that you can capture all the information discussed. Hold yourself back from making judgments during the discussion as this might affect your ability to hear all the ideas and feedback. (a) Listened carefully; take notes (10 points) (b) Distanced yourself from the discussants so that you can capture all the

information discussed. Often the discussants will try to bring you back into the group, but it is more useful if you are able to stay outside the conversation (10 points)

(c) Held yourself back from making judgments during the discussion (this might affect your ability to hear all the ideas and feedback) (5 points)

4. For the Presenter Response: 60 points (due the week following your

presentation) This time portion is your opportunity to respond to the group discussion. This is not the time to continue the discussion with you involved. This is an opportunity for you to summarize your impressions of the discussion and submit your written comments based on your response in class. Consider all the information gathered and identify which ideas might be useful and which ones you are unlikely to pursue. (a) Thoughtfully responded to the group during the discussion (5 points) (b) Summarized your impressions of the discussion from your notes (15

points) (c) Described all the information gathered (15 points) (d) Identified which ideas might be useful and which ones you are unlikely to

pursue. Please submit this in written form. (15 points)

Strategy Map Case Study (DUE FINAL SESSION – December 7, 2010) 250 points The case study will be evaluated using the following grading rubric. The format for the final Case study is:

I. Organizational Overview (50 points – Due: September 14) (a) History of organization (15 points) (b) Current status (annual report) (20 points)

i. Number of members


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ii. Organizational structure iii. Budget iv. Trends impacting membership

(c) Summary of current challenges (15 points) II. The Organizational Blueprint (50 points – Due: September 21)

(a) Mission (10 points) (b) Values (10 points) (c) Vision (10 points) (d) Strategy (10 points) (e) Turned in on time and complete (10 points)

III. Proposed strategy for alignment and resource allocation – Draft Strategy Map (50 points – Due: October 12) Please use the following questions to build your Strategy Map: (a) To achieve our vision, how should we appear to our customers? (10 points) (b) To satisfy our customers, which operational processes must we excel at? (10

points) (c) How will we sustain our ability to change and improve? (10 points) (d) To financially sustain our mission, what must we focus on? (10 points) (e) If you were to focus on 1-3 different areas on the strategy map, which

would they be and why? (10 points) IV. Final Strategy Map, concluding remarks, recommendations, and personal remarks

(100 points – Due: December 7) Please use these questions to guide the discussion portion of your assignment: (a) What would be your overall recommendation to the organization? (20

points) (b) What, from your work on this project, would support your

recommendation? (20 points) (c) Describe how you might use Strategy Mapping in your role as a leader? (20

points) (d) What did you learn through the third credit case study? (20 points) (e) Submitted on time and complete (with final versions of all sections

included) (20 points)

The length of the Case Study should is five to seven pages and should be type-written (or computer processed) in a font size not larger than 12 point, on 8-1/2” X 11” paper, double-spaced with maximum 1-1/2” margins at the top, bottom, left, and right of every page. If you have any questions regarding the format, please let us know.

Detailed Course Schedule Session One: Introduction & Overview (September 14, 2010) Required Readings: Kaplan, R. S., & Norton, D. P. (2004). Chapter One: Introduction. In R. Kaplan, D.

Norton, Strategy Maps: Converting Intangible Assets Into Tangible Outcomes, pp. 3-28.


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Boston: Harvard Business School Publishing Corporation. Person, R. (2009). Chapter 2. Developing your strategic foundation. In R. Person,

Balanced Scorecards and Operational Dashboards with Microsoft Excel, pp. 17-31. Weekly Writing Focus: Each writing focus will develop the sections of your case study. This week, the following component is due:

I. Organizational Overview

Session Two: Cause & Effect Linkages (September 21, 2010) Required Readings: Person, R. (2009). Chapter 4. Step-by-step to building your strategy map. In R. Person,

Balanced Scorecards and Operational Dashboards with Microsoft Excel, pp. 49-61. Weekly Writing Focus: This week, the following component for your case study is due:

II. Organizational Blueprint

Session Three: Cause & Effect Linkages (October 12, 2010) Required Readings: None Weekly Writing Focus: This week, the third piece for your case study is due: III. Proposed strategy for alignment and resource allocation (Strategy Map) Session Four: Critical Friends (October 26, 2010) NOTE: Critical Friends Presenter Worksheet Due Required Readings: Critical Friends Process Handout Weekly Writing Focus: Critical Friends Presenter Worksheet Session Five: Critical Friends (November 16, 2010) Required Readings: Person, R. (2009). Chapter 8. Step-by-step to roll-out and strategic reviews. In R. Person,

Balanced Scorecards and Operational Dashboards with Microsoft Excel, pp. 93-104. Weekly Writing Focus: None Session Six: Case Study Due (December 7, 2010) Required Readings: None Weekly Writing Focus:


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Prepare to share case study

Final Notes Please feel free to contact with us at any point regarding general course information, or specific needs that you might have! I am committed to making reasonable accommodations in the timing of academic requirements to avoid conflict with religious observances. If there is a class assignment that conflict with your religious observances, please talk with me within the first three weeks of the semester. I am also committed to making any reasonable accommodations for students with disabilities so that you can succeed in the course. If you are a student with special needs or a disability, please contact me as soon as possible to discuss any accommodations that will aid you in the learning process. 2010 Third-Credit Syllabus/9-3-2010/das


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Critical Friends Presenter Worksheet Please respond to the following areas to complete your Critical Friends assignment. Sections 1-3 must be completed by October 26, 2010; Section 4 must be completed by the week following your Critical Friends presentation. 1. Framing the Issue: 50 points

It is important to provide the group participants who will be discussing your issue with enough information to discuss effectively and create solutions for the issue you are presenting. As you prepare your issue, consider including the following: (a) Context in which the issue presents itself – does this situation come up in

department meetings, or is this related to a philosophical disagreement in a particular discipline (10 points)

(b) Important components surrounding the case – past history between the actors, or personnel structures that affect your ability to act (10 points)

(c) If there is a meta issue looming behind the issue you present, it would be useful to share that with the discussants (10 points)

(d) Your actions and/or reactions about the issue (10 points) (e) What you would like the group to discuss or the outcome you seek from the

discussants – alternate suggestions, reinforcement for your actions, identify potential obstacles for you, etc. (10 points)

2. Preparing to Present and Presentation: 25 points

Consider bringing notes to the meeting at which you present. Remember that you only have five minutes to present your issue. Discussants do have five minutes to clarify but that is really time for them to get a better idea of the scenario. It is very important to let the group know what you want to get as a result from their discussion. (a) Effectively described the context in which the issue presents itself – does this

situation come up in organizational meetings, or is this related to a philosophical disagreement in the group? (10 points)

(b) Specifically described what you would like the group to discuss or the outcome you seek from the discussants – alternate suggestions, reinforcement for your actions, identify potential obstacles for you, etc. (10 points)

(c) Remained within the timeframe (5 points)

3. Following Your Presentation: 25 points Listen carefully; take notes. Often the discussants will try to bring you back into the group, but it is more useful if you are able to distance yourself from the discussants so that you can capture all the information discussed. Hold yourself back from making judgments during the discussion as this might affect your ability to hear all the ideas and feedback. (a) Listened carefully; take notes (10 points)


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(b) Distanced yourself from the discussants so that you can capture all the information discussed. Often the discussants will try to bring you back into the group, but it is more useful if you are able to stay outside the conversation (10 points)

(c) Held yourself back from making judgments during the discussion (this might affect your ability to hear all the ideas and feedback) (5 points)

4. For the Presenter Response: 60 points (due the week following your presentation)

This time portion is your opportunity to respond to the group discussion. This is not the time to continue the discussion with you involved. This is an opportunity for you to summarize your impressions of the discussion and submit a written summary. Consider all the information gathered and identify which ideas might be useful and which ones you are unlikely to pursue. (a) Thoughtfully responded to the group during the discussion (5 points) (b) Summarized your impressions of the discussion from your notes (15 points) (c) Described all the information gathered (15 points) (d) Identified which ideas might be useful and which ones you are unlikely to

pursue. Please submit complete packet with all four sections. (15 points) Please turn these in at the beginning of class. If you have any questions, please let the instructor know in advance. 9-3-2010/ds

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