Social Psychology of Pluralism



Leadership 390/ Psychology 449

Psychology of Leadership

Spring 2006

|instructor: Dr. Scott Allison |instructor: Dr. Crystal Hoyt |

|Email: sallison@richmond.edu |Email: choyt@richmond.edu |

|Phone: 804-289-8127 |Phone: 804-287-6825 |

|Office Hours: T & R 9:30am-11am |Office Hours: T & R 11am-12noon |

|Office Location: 121 Richmond Hall |Office Location: 132 Jepson Hall |

Course Time and Location: Tuesday, Thursday 8:15-9:30am, Jepson 107

Course Website: richmond.edu/~choyt/psychofleadership.htm

Readings:

The course reader will be available for purchase from the instructors during the first week of class. The readings may change slightly and other readings may be assigned during the semester. The assigned readings provide the background and context for classroom lecture and discussion, therefore, you should read the readings before the class period during which it is discussed.

Description of the Course:

Leadership is a critical element of any group and is often conceptualized as a relationship between leaders and followers involving influence processes, social perception, and social interactions. In this course we will examine leadership through this lens. We will examine the influence processes of leadership wherein individuals persuade others to adopt new values, attitudes and goals. Another set of processes central to the leadership relationship concern how individuals form impressions of and make inferences about others. Followers’ perceptions of leaders are not completely rational, they are often influenced by various perceptual biases and stereotyped expectations. Finally, the intricate and multifaceted social interactions between leaders and followers range in character from mutually beneficial interactions in which both leaders and followers exchange benefits to transforming interactions such that followers’ views of themselves and their work are changed. As leadership is at its essence a relationship between leaders and followers, social and psychological processes are vital to understanding the phenomenon of leadership.

Goals of the Course:

1. To foster an appreciation for the role of psychological theory and research in our understanding of leadership.

2. To think critically, analytically, and integratively about social psychological theory and research as it relates to leadership.

3. To better understand the role of social perception and social cognition in the leadership process.

4. Develop an enhanced understanding of leader-follower interactions.

5. Gain a better understanding of various group-level processes integral to the leadership process.

6. To work collaboratively with other students on a research project of mutual interest.

7. To refine and extend skills in writing papers.

8. To develop and strengthen oral presentation skills.

9. To enhance both library and empirical research skills.

Course Requirements

Your grade in the course will be determined by performance on the following course requirements:

1. Written Assignments: You will be required to write two papers this semester. The first paper is due March 2. The second paper, an empirical research report, is due on the last day of class. Students enrolled in Psychology 449 will be assigned a third paper accompanied by a class presentation. Details for each assignment will be provided in the course.

2. Examinations: There will be three exams in this course, two midterms and one cumulative final. The exams will cover information from both in-class discussions and reading assignments. The exams will consist of short answer and essay questions.

3. Group Research Projects: Groups of three students will undertake a semester long group research project. Students will present the results of their project and will submit individual final reports at the end of the semester.

Makeup Exams and Paper Extension Policy: Only under extraordinary circumstances will a make-up exam be administered or will a late paper by accepted. When these extraordinary circumstances arise, a letter from the Dean is required. A paper turned in late without an acceptable excuse will be docked 10 percentage points for each day it is late. Makeup exams may take an alternative form to that taken by the rest of the class.

Elements of Your Grade:

Grades in this course will be based on your performance on the three exams, the writing assignments, and class presentations. Good performance on each assignment and exam is important to your overall success in this course. Your total points will be based on the following components:

Leadership 390 Psychology 449

First paper 10% First paper 10%

Research paper 20% Rsch paper & additional paper 20%

Group Presentation 15% Both Presentations 15%

Midterm I: 15% Midterm I: 15%

Midterm II: 15% Midterm II: 15%

Final Exam: 25% Final Exam: 25%

--------- ---------

Total 100% Total 100%

Final grades in the course will be based on the percentage of total points that you earn, according to the following cutoffs:

Percentages for final grades:

A 90-100%

B 80-89%

C 70-79%

D 60-69%

F 50-60%

Utter humiliation < 50%

Plus and minus grades are not shown but will be used

Honor Code: All work submitted in this course will require a pledge of adherence to the provisions of the Honor System sanctioned by the School of Arts and Sciences. Every piece or written work presented by individual students must have the honor pledge with the student’s signature on it. The pledge is: “I pledge that I have neither given nor received unauthorized assistance during the completion of this work.” In addition, unless otherwise instructed, all of your efforts in this course should represent completely independent work. No part of your examinations or papers may be shared with other students in this class or with students in future classes, nor may you refer to examinations or papers from previous classes.

Class Attendance Policy: As stated in the University catalog, “each student is expected to attend all classes and laboratory periods in the courses in which he or she is enrolled.” Although attendance is not mandatory, the instructor reserves the right to adjust a student’s final grade on the basis of the student’s attendance and classroom participation. Some time during the first week of class, please inform the instructors of any religious holidays that might require you to miss class.

Students with Disabilities: If you have a verified disability and would like to discuss special academic accommodations, please contact us during the first week of class to arrange reasonable and appropriate accommodations.

Class Schedule and Reading Assignments

|Date |Topic and Readings |Presenter |

|T 1-17 |Introduction to the Course |Crystal & Scott |

| | | |

|TR 1-19 |Overview of Group Research Projects |Crystal & Scott |

| | | |

|T 1-24 |Social Cognition & Decision Making |Scott |

| |Shafir, E., & LeBoeuf, R. (2002). Rationality. Annual Review of Psychology, 53, 491-517. | |

| |Chemers, M. (2000). Leadership research and theory: A functional integration. Group Dynamics: Theory, | |

| |Research, and Practice, 4, 27-43. | |

|TR 1-26 |Implicit Leadership Theory & Social Identity and Leadership |Crystal |

| |Hogg, M. A. (2005). Social Identity and Leadership. In D. M. Messick & R. M. Kramer, (Eds.), The Psychology of| |

| |Leadership: New Perspectives and Research (pp. 53-89). Mahwah: New Jersey: Lawrence Erlbaum Associates. | |

| |Lord, R. G., & Emrich, C. G. (2000). Thinking outside the box by looking inside the box: Extending the | |

| |cognitive revolution in leadership research. Leadership Quarterly, 11 (4), 551-580. | |

|T 1-31 |Evaluations of Dead Leaders |Scott |

| |Allison, S., & Eylon, D. (2005). The demise of leadership: Death positivity biases in posthumous impressions of | |

| |leaders. Messick & Kramer book. | |

| |Eylon, D., & Allison, S. (2005). The “frozen in time” effect in evaluations of the dead. Personality and Social| |

| |Psychology Bulletin, 31, 1708-1717. | |

|TR 2-2 |Implicit Associations in Human Judgment |Crystal |

| |Gladwell, M. (2005). The Warren Harding error: Why we fall for tall, dark, and handsome men (pp. 72-98). In | |

| |Blink: The power of thinking without thinking. | |

| |Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and its | |

| |effect on automatic gender stereotyping. Journal of Experimental Social Psychology, 40, 642-658. | |

|T 2-7 |Gender and Stereotyping |Crystal |

| |Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological | |

| |Review, 109, 573-598. | |

| |Hoyt, C. L. (2005). The Role of Leadership Efficacy and Stereotype Activation in Women’s Identification with | |

| |Leadership. Journal of Leadership and Organizational Studies, 11(4), 2-14. | |

| |Kantrowitz, B. (2005, October 24). When Women Lead. Newsweek. | |

|TR 2-9 |*Impression Management in Leadership |Scott |

| |Allison, S. T., & Herlocker, C. E. (1994). Constructing impressions in demographically diverse organizational | |

| |settings: A group categorization analysis. American Behavioral Scientist, 37, 637-652. | |

| |Von Hippel, W., et al. (2005). Coping with stereotype threat: Denial as an impression management strategy. | |

| |Journal of Personality and Social Psychology, 89, 22-35. | |

|T 2-14 |Nonverbal Communication |Scott & Crystal |

| |Parkinson, B. (2005). Do facial movements express emotions or communicate motives? Personality and Social | |

| |Psychology Review, 9, 2787-311. | |

| |Hall, J., & Coats, E. (2005). Nonverbal behavior and the vertical dimension of social relations: A | |

| |meta-analysis. Psychological Bulletin, 131, 898-924. | |

|TR 2-16 |MIDTERM EXAM I |--- |

|T 2-21 |Social Influence |Crystal & Scott |

| |Cialdini, R. B. (2001, February). The science of persuasion. Scientific American, 284, 76-81. | |

|TR 2-23 |*Changing Attitudes |Crystal |

| |Aronson, E. (1995). Mass communication, propaganda, and persuasion. In The Social Animal. Pp. 57-116. | |

| |Wood, W. (2000). Attitude change: Persuasion and social influence. Annual Review of Psychology,51, 539-570. | |

|T 2-28 |Presidential Leadership |Al Goethals |

| |Cohen, F., Solomon, S., Maxfield, M., Pyszczynski, T., & Greenberg, J. (2004). Fatal attraction: The effects of | |

| |mortality salience on evaluations of charismatic, task-oriented, and relationship-oriented leaders. | |

| |Psychological Science, 15(12), 846-851. | |

| |Landau, M.J., Solomon, S., Arndt, J., Greenberg, J., Pyszczynski, T., Miller, C., Cohen, F., & Ogilvie, D.M., & | |

| |Cook, A. (2004). Deliver Us from Evil: The Effects of Mortality Salience and Reminders of 9/11 on Support for | |

| |President George W. Bush. Personality and Social Psychology Bulletin, 30, 1136-1150. | |

|TR 3-2 |Exchange Between Leaders & Followers |Scott |

| |Messick, D. (2005). On the psychological exchange between leaders and followers. Messick & Kramer book. | |

| |Hogg, M., et al. (2005). Effective leadership in salient groups: Revisiting leader-member exchange theory from | |

| |the perspective of the social identity theory of leadership. Personality and Social Psychology, 31, 991-1004. | |

|T 3-7 |SPRING BREAK | |

| | | |

|TR 3-9 |SPRING BREAK | |

| | | |

|T 3-14 |Teamwork Between Leaders & Followers |Christine Walters |

| |Thompson, L. (2000). Teams in Organizations: Facts and Myths. Making the Team: A Guide for Managers. Upper | |

| |Saddle River, NJ: Prentice Hall. | |

| |Hackman, J. R. (2005). Rethinking team leadership or Team leaders are not music directors. Messick & Kramer | |

| |book. | |

|TR 3-16 |Social Reality and Social Comparison |Scott |

| |Festinger, L. (2004). Social comparison theory. Human Relations, 7, 117-140. | |

| |Allison, S. T., Messick, D. M., & Goethals, G. R. (1989). On being better but not smarter than others: The | |

| |Muhammad Ali effect. Social Cognition, 7, 275-296. | |

|T 3-21 |*Social Justice, Cooperation and Social Dilemmas |Crystal |

| |Tyler, T. (2002). Leadership and cooperation in groups. American Behavioral Scientist, 45 (5), 769-782. | |

| |Tyler, T.R (2005). Process-based leadership: How do leaders lead? In D. Messick, and R. Kramer (Eds.) The | |

| |psychology of leadership: New perspectives and research (pp. 163-189). Mahwah, NJ, Lawrence Erlbaum Associates. | |

|TR 3-23 |MIDTERM EXAM II |--- |

| | | |

|T 3-28 |Personality and Leadership |Don Forsyth |

| |Zaccaro, S.J., Kemp, C.F., & Bader, P. (2004). Leader traits and attributes. In J. Antonakis, A.T. Cianciolo, & | |

| |R. J. Sternberg (Eds.), The Nature of Leadership (pp. 101-124). Thousand Oaks: Sage. | |

|TR 3-30 |*Torture and Terrorism |Scott |

| |McCauley, C., & Segal, M. (1987). Social psychology of terrorist groups. Group Processes. New York: Sage | |

| |Publications. | |

| |Magee, J. (2005). Leadership and the psychology of power. Messick & Kramer book. | |

|T 4-4 |* Charisma and Transformational Leadership |Crystal |

| |Halverson, S. K., Murphy, S. E., & Riggio, R. (2004). Charismatic Leadership in Crisis Situations: A | |

| |Laboratory Investigation of Stress and Crisis. Small Group Research, 35 (5), 495-514. | |

| |Mio, J. S., Riggio, R. E., Levin, S., & Reese, R. (2005). Presidential leadership and charisma: The effects of | |

| |metaphor. The Leadership Quarterly, 16(2), 287-294. | |

|TR 4-6 |Underdogs and Top Dogs |Scott |

| |Kim, J. et al. (2006). From David and Goliath to the Little Engine That Could: Rooting for the Underdog. | |

| |Manuscript submitted for publication, University of Richmond. | |

|T 4-11 |Leadership Theories and Leadership Efficacy |Crystal |

| |Hoyt, C., Murphy, S., Halverson, S., & Watson C. (2003). Group leadership: Efficacy and effectiveness. Group | |

| |Dynamics: Theory, Research, and Practice, 7, 259-274. | |

| |Murphy, S.E. (2002). Leader self-regulation: The role of self-efficacy and “multiple intelligences”. In R. | |

| |Riggio, S. Murphy, & F. Pirozzolo, (Eds.) Multiple intelligences and leadership, Mahwah, NJ: Lawrence Erlbaum | |

| |Assoc. | |

|TR 4-13 |The Evolutionary Psychology of Leadership |Don Forsyth |

| |Gaulin, S. & McBurney, D. (2001). What is psychology like without evolution? (pp. 1-18). In Psychology: An | |

| |Evolutionary Approach. Upper Saddle, NJ: Prentice Hall. | |

| |Palmer, J. & Palmer, L. (2002). Social order and disorder (pp. 164- 172). In Evolutionary Psychology. Boston: | |

| |Allyn & Bacon. | |

|T 4-18 |Leadership in Organizations |Dave Messick |

| | | |

|TR 4-20 |Wrap-Up and Review |Crystal & Scott |

| | | |

|T 4-25 |Student Presentations |--- |

| | | |

|TR 4-27 |Student Presentations |--- |

Final exam: SATURDAY, May 6, 2-5 pm.

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