The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

OLEAD 220: Emotional, Social, and Cultural Intelligences and the Implications for Leadership

 

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Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies

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Overview

This course focuses on emotional intelligence, social, and cultural intelligence competencies to enhance leadership effectiveness and employee work performance. You will learn about key concepts, theoretical models, and evidence-based research as well as neuroscience research that explains how emotional, social, and cultural competencies can be developed through mindful practice. Through the use of assessments, you will identify your strengths and target areas for further development. The subsequent creation of a leadership development plan will allow you to develop and enhance your capacity for self-knowledge, influencing others, empathy, stress management, decision-making skills, and improved well-being as well as leading across cultural differences.

 

Course Objectives

Upon successful completion of this course, you should be able to

• describe emotional, social, and cultural intelligences and their associated skills;
• critically evaluate and describe emotional, social, and cultural intelligence models and practices;
• describe the contributions of these models to leadership practice and effectiveness;
• analyze and synthesize knowledge from different domains, such as psychology, neuroscience, and behavioral sciences, to form new ways of understanding emotional, social, and cultural intelligences and the implications for leadership;
• apply evidence-based mindfulness practice to experience how focused attention can be developed;
• analyze and apply global learning about cultural differences to understand cultural intelligence and its implications for leadership;
• assess personal leadership competencies and capacity for emotional, social, and cultural intelligences; and
• create a personal leadership development plan.

Required Course Materials

You may purchase course materials from Barnes & Noble College (the bookstore used by Penn State's World Campus). For pricing and ordering information, please see the Barnes & Noble College website. Materials will be available at Barnes & Noble College approximately three weeks before the course begins. Alternatively, you may obtain these texts from other favorite bookstores. Be sure you purchase the edition/publication date listed.

E-Reserves

This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.

Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

• access magazine, journal, and newspaper articles online using library databases;
• borrow materials and have them delivered to your doorstep—or even your desktop;
• get research help via email, chat, or phone using the Ask a Librarian service; and
• much more.

You can view the Online Students' Library Guide for more information.

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page and select  My Account.

Harvard Business Review Articles

To access Harvard Business Review articles for free through the University Libraries, follow these steps:

• Go to the Library's homepage (https://libraries.psu.edu/)
  
• In the search area, select the E-Journals tab and type Harvard Business Review in the search box and hit enter.
  


• In the search box under Business Source Premier, search for the title of your article.
  


• Within the list of results, locate your article and select Full Text Online.
  

Technical Requirements

Technical Requirements

Operating System	Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.  To determine if your operating system is supported, please review Canvas' computer specifications.
Browser	Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements	For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software	All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional)	The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

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If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

Course Requirements and Grading

Assignments

Assignments	Percentage
Individual Essays There will be two essays in this course. Each of these will gauge your understanding of a specific module's content. Questions will be in the format of short-answer responses that will prepare you for more advanced writing later in this course.	30%
Online Class Discussions There will be five discussions in this course. You will converse with your classmates by posting an original reply to the question posed. You will also be required to reply to at least one other classmate. Typically, these will be reflection questions where you will be asked to reflect upon what you have learned in one part of the course and the implications for your own leadership effectiveness. The discussion provides an opportunity to learn from the reflections and experiences of classmates as well as engage in further conversation.	55%
Leadership Development Plan You will be expected to complete a Leadership Development Plan to assess your leadership competencies, evaluate your assessment results, and plan actions for further skill development.	15%
Total	100%

Grading Scale

Letter Grade	% Range
A	93.0% to100%
A−	<93.0% to 90.0%
B+	<90.0% to 87.0%
B	<87.0% to 83.0%
B−	<83.0% to 80.0%
C+	<80.0% to 77.0%
C	<77.0% to 70.0%
D	<70.0% to 60.0%
F	<60.0% to 0.0%

Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.

For additional information please refer to the Deferring a Grade page.

Course Schedule

Note: All due dates reflect North American eastern time (ET).

• Course length: 7 weeks

Unless otherwise noted, all assignments are due by 11:59 a.m.(ET) on the Monday after each Lesson's timeframe.

 

Week 1

Lesson 1: Course Overview and Introduction

Readings	Syllabus and Course Schedule Academic Integrity module Course Orientation module Lesson 1 course commentary
Activities	Academic Integrity Quiz APA Style Quiz

Part 1: Introduction and Overview of Emotional and Social Intelligence

Lesson 2: The Introduction to Emotional and Social Intelligence

Readings	Lesson 2 course commentary
Activities	Discussion: Lessons 1 and 2

 

Week 2

Lesson 3: The Benefits and Use of Emotional and Social Intelligence in Leadership

Readings	Lesson 3 course commentary E-Reserve Readings (located in Library Resources) Stein, S., & Book, H. (2011). The EQ edge, pp. 247–249. Stein, S., & Book, H. (2011). The EQ edge, pp. 268–271. Stein, S., & Book, H. (2011). The EQ edge, pp. 278–280.

Part 2: Development of Emotional Intelligence and Social Intelligence Through Mindfulness

Lesson 4: The Neuroscience Behind Emotional Intelligence and Its Development Through Mindfulness Practice

Readings	Lesson 4 Course Commentary Gilkey, R., Caceda, R., & Kilts, C. (2010). When emotional reasoning trumps IQ. Harvard Business Review, 88(9), 27. "Breathing Meditation" or "Short Body Scan" from Guided Meditations from UCLA Mindful Awareness Research Center (optional reading)
Activities	Discussion: Lessons 3 and 4

 

Week 3

Part 3: Measurement of Emotional and Social Intelligence and the Relationship to Leadership

Lesson 5: The Assessment of Emotional Intelligence—The EQ-i 2.0

Readings	Lesson 5 course commentary E-Reserve Readings (located in Library Resources) Stein, S. J., & Book, H. E. (2011). Appendix A: The EQ-i 2.0. In The EQ edge: Emotional intelligence and your success (pp. 305–312). Jossey-Bass.

Lesson 6: Emotional and Social Intelligence Skills—Self-Perception and Leadership

Readings	Lesson 6 course commentary

Lesson 7: Emotional and Social Intelligence Skills —The Self-Expression and Leadership

Readings	Lesson 7 course commentary
Activities	Individual Essay: Lessons 5-7

 

Week 4

Lesson 8: Emotional and Social Intelligence Skills—The Interpersonal and Leadership

Readings	Lesson 8 course commentary

Lesson 9: Emotional and Social Intelligence Skills—Decision-Making and Leadership

Readings	Lesson 9 course commentary

Lesson 10: Emotional and Social Intelligence Skills—Stress Management and Leadership

Readings	Lesson 10 course commentary
Activities	Individual Essay: Lessons 8-10

 

Week 5

Lesson 11: Emotional and Social Intelligence Skills—The Well-Being Indicator and Leadership

Readings	Lesson 11 course commentary
Activities	Complete the EQ-i 2.0 assessment

Part 4: Cultural Intelligence and Leadership

Lesson 12: Cultural Intelligence and Leadership

Readings	Lesson 12 course commentary E-Reserve Readings (located in Library Resources) Livermore, D. (2015). Leading with cultural intelligence. AMACOM (Chapter 2: pp. 26–32, 34–40).
Activities	Complete the CQ Pro assessment Discussion: Lessons 11 and 12

 

Week 6

Part 5: Development of Emotional, Social, and Cultural Intelligences—Results, Feedback, and Plan

Lesson 13: Development of Emotional, Social, and Cultural Intelligences—Results, Feedback, and Plan

Readings	Lesson 13 course commentary Review Lessons 1–12
Activities	Lesson 13 Discussion: Feedback Reports and Results Leadership Development Plan

 

Week 7

Lesson 14: Emotional, Social, and Cultural Intelligences and the Implications for Leadership Revisited

Readings	Lesson 14 course commentary
Activities	Lesson 14 Discussion: Reflections on Emotional, Social, and Cultural Intelligence and Leadership (DUE FRIDAY BY 11:59 AM)

 

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.

Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Accommodating Disabilities

Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.

In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Additional Policies

For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

• Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
• Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
• At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
• At a Penn State branch campus: You can search for counseling information at your campus.

In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.

1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
   1. Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
   2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Values.

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.