ML661: Syllabus page 7
ML661: Syllabus Justin A. Irving, M.Div., Ph.D.
Winter 2009 Bethel Seminary, St. Paul
1/8/09 – 3/12/09 Office: A211; 651-635-8706
Thursday, 1-5pm e-mail:
www.bethel.edu/~irvjus
ML661—TEAM LEADERSHIP
Course Description:
This course offers an overview of the knowledge, skills and abilities necessary for sustained success in team leadership. The Bible, contemporary literature and organizational studies are drawn together to inform the student's leadership awareness.
Principles and practices required for attracting, developing and maintaining high performance ministry teams are examined. Special emphasis is given to identifying and discussing the critical knowledge, skills and abilities required for sustained leadership success in a team-based, entrepreneurial organizational setting.
Results from a variety of tools are employed to help team members understand and appreciate the variety of roles, skills, values and personalities required for an effective ministry team. Styles of leadership are considered and examples of team-building activities are provided. The issues of vision, motivation, authority and strategic initiatives are examined.
Learner Outcomes: The student will…
1. Identify the biblical and theological foundations underlying team ministry.
2. Understand the systemic nature of organizations and the value of effective synergistic functioning.
3. Develop an awareness of the unique characteristics of leadership in a team-based environment.
4. Analyze the essential processes associated with team leadership.
5. Establish a basis for understanding the core features of effective team members.
6. Delineate the key practices of effective or high performing teams.
7. Design a plan for implementing team-based models in organizations.
8. Evaluate strategies for encouraging the development of teams and team members.
9. Examine the nature of relationships and conflict-management within teams.
10. Analyze significant cultural trends, and articulate strategies for effective ministry within a shifting culture.
Required Texts:
Cladis, George. Leading the Team-Based Church. San Francisco, CA: Jossey-Bass Publishers, 1999. ISBN 0787941190.
Larson, Carl E., and Frank M. J. LaFasto: When Teams Work Best: 6,000 Team Members and Leaders Tell What It Takes to Succeed. Thousand Oaks, CA: Sage, 2001. ISBN 0761923667
Required Articles:
Irving, Justin A. (2004) "The Benefits, Challenges, and Practice of Team Leadership in the Global Context." In Strategies for effective Leadership: US and Russian Perspective (pp. 227-246). Bloomington, IN: AuthorHouse. [Available in "Course Documents" on Blackboard]
Irving, Justin A. (2004). "Decentralization and the Shared Leadership of the New Testament." [Available in "Course Documents" on Blackboard]
Irving, Justin A. (2005). "Exploring the Relationship between Servant Leadership and Team Effectiveness: Findings from the Nonprofit Sector." Proceedings of the 2005 Servant Leadership Research Roundtable. Paper published at: http://www.regent.edu/acad/global/publications/sl_proceedings/2005/irving_exploring.pdf
Irving, Justin A., & Longbotham, Gail J. (2007). Team Effectiveness and Six Essential Servant Leadership Themes: A Regression Model Based on Items in the Organizational Leadership Assessment. International Journal of Leadership Studies, 2(2), 98-113. Article published at http://www.regent.edu/acad/global/publications/ijls/new/vol2iss2/home.htm
Katzenbach, Jon R., and Douglas K. Smith. "The Discipline of Teams." Harvard Business Review March-April (1993): 111-120. [A free copy may be obtained through the "Business Source Premier" database in our library]
Recommended Books:
Arrow, Holly. Small Groups as Complex Systems: Formation, Coordination, Development, and Adaptation. Thousand Oaks, CA: Sage, 2000.
Katzenbach, Jon R., and Douglas K. Smith. The Discipline of Teams: A Mindbook-Workbook for Delivering Small Group Performance. New York: John Wiley & Sons, Inc., 2001.
Katzenbach, Jon R., and Douglas K. Smith. The Wisdom of Teams: Creating the High-Performance Organization. New York: HarperBusiness, 2003. ISBN 0-06-052200-3.
Larson, Carl E., and LaFasto, Frank M, J. TeamWork: What Must Go Right/What Can Go Wrong. Newbury Park, CA: Sage.
Lencioni, Patrick. The Five Dysfunctions of a Team: A Leadership Fable. San Francisco, CA: Jossey-Bass, 2002.
Marquardt, Michael. J., & Horvath, Lisa. Global Teams: How Top Multinationals Span Boundaries and Cultures with High-Speed Teamwork. Palo Alto, CA: Davies-Black, 2001.
Stewart, Greg L., Charles C. Manz, and Henry P. Sims Jr. Team Work and Group Dynamics. New York: John Wiley & Sons, 1999. ISBN 0-471-19769-6.
Course Requirements:
Submission Guidelines: All papers are to be submitted electronically via the Assignments section of Blackboard. Please utilize the following format for labeling all of your submitted work: “Your Last Name_Initial of Your First Name_ML661_Assignment Abbreviation”. Be sure to use these submission guidelines as deductions may be given for not following them.
1. Reading Assignments, Web Site visits, and Class Participation
All assignments and class participation assume that readings have been carefully processed and a minimum of 10 team leadership web sites have been visited. Pay attention to predominant theories and concepts presented by the author(s) of the books and articles you read.
2. Individual Assignment #1: Case Study and Leader’s Guide (Submission Abbreviation “Name_ML661_Case-Study”)
Because the practice of team leadership is primarily just that—a practice—we will be aiming to make explicit points of connection between theory and practice throughout our course. One of the ways we will be doing this is through the use of student case studies. For this assignment, you are to design a 1-2 page (single space) case that provides an actual or fictional team leadership situation that surfaces significant issues related to the benefits and challenges associated with the practice of team leadership. In addition to the 1-2 page case, you are to design a 1 page (single space) leader’s guide that identifies the significant issues in the case and how the case may be used to discuss issues in the literature on teams.
The case may take place in any organizational setting or sector, but will be assessed for its quality based on the degree to which the case raises significant issues (strengths or challenges) associated with the use of teams in organizational settings. Additionally, while the case will likely not include citation to the literature on teams, these points of connection should be clear after discussing the case, and should be made explicit in the associated leader’s guide. For those unfamiliar with the language of case writing, it may be easier to view this assignment simply as telling a story. This story may focus on an organization, a department, a team, specific individuals, or the general interactions of a group. In telling the story, just be sure that the story/case provides a platform for engaging significant issues around the practice of team leadership.
3. Individual Assignment #2: Site Visit Evaluations (Submission Abbreviation “Name_ML661_SV-1 or SV-2”)
Drawing from the Bible, class readings, class interaction, life experience and other appropriate resources, provide evaluations for each of our team leadership site visits. The intent of this assignment is to provide a place for you to integrate your course learning through a real-life case study in team leadership.
4. Individual Assignment #3: Major Integrative Paper (Submission Abbreviation “Name_ML661_MIP”)
Drawing from the Bible, class readings, class interaction, life experience and other appropriate resources, write a 2500-3000 word integrative paper. The intent of this assignment is to identify an area of team leadership theory and practice that is meaningful to you which may be further explored. The quality of your writing, the quality of the paper's content, and the quality of your interaction with the course material and literature of the field will all be assessed in assigning a grade to the project.
5. Team Assignment #1: Final Exam and Presentation (Submission Abbreviation “Team Member Names_ML661_Team Exam”)
The final exam for the course will be an open book, open Bible, team-based assignment. Working in groups of 5-6, you will be given a question(s) related to team-based leadership and will have one or two hours (determined in the intensive) to work as a team to answer the question(s). After the allotted exam time, your group will submit their work, and then present their conclusions in a brief class presentation. The intent of this assignment is to evaluate a simulated operation of team leadership theory in practice.
6. Team Assignment #2: Team Leadership Implementation Plan Submission Abbreviation “Team Member Names_ML661_TLIP”)
Working in teams of 3-4, design a Team Leadership Implementation Plan by drawing from the Bible, class readings, class interaction, life experience and other appropriate resources. Your group's Team Leadership Implementation Plan (TLIP) should address how an organization (church, nonprofit, ministry, mission agency, etc.) may move from a leader-centered model of organizational life to a team-based model of leadership practice within the organization. In doing so, be sure to address (a) how your TLIP is grounded in the theoretical literature on teams found in our course material (and beyond), (b) the specific and pragmatic steps that will need to be taken to make the transition to a team-based model of leadership, and (c) the leadership strategies that may be implemented to foster the ongoing health of the new team-based initiative in the organizations. The quality of your writing, the quality of the paper's content, and the quality of your interaction with the course material and literature of the fieldwill all be assessed in assigning a grade to the project. Please include an appendix to your TLIP that provides some group reflection (i.e., benefits, challenges, etc.) on the process of working together as a virtual team to complete this assignment (this feedback may be submitted as a group and/or individually, depending on what needs to be communicated to the instructor).
Grading: The assignments listed below will form the primary basis for your grade. Keep in mind that limited class participation in the discussion forum and weekly classes may result in a deduction of the final course grade by up to 10%.
Categories--Grading categories are as follows...
· Individual Assignment #1 Case Study & Leader’s Guide 15%
· Individual Assignment #2 Site Visit Evaluations 15%
· Individual Assignment #3 Major Integrative Paper 30%
· Team Assignment #1 Final Exam and Presentation 20%
· Team Assignment #2 Team Leadership Implementation Plan 20%
GRADING POINT CRITERIA
The student’s course grade will be based on the scale below:
B+ 88-91 / C+ 78-81 / D+ 68-71A 95-100 / B 85-87 / C 75-77 / D 65-67
A- 92-94 / B- 82-84 / C- 72-74 / D- 62-64
F Below 62
ADDITIONAL EXPECTATIONS
1. Quality of Writing & Content:
This is a graduate course. As such, the assignment of grades to will reflect appropriately high standards for (a) clarity of language, (b) the development of well-informed arguments, and (c) use and documentation of evidence cited for your arguments or position. While this is not a class on writing, it is nonetheless important for you to effectively articulate, develop, and defend your ideas and conclusions.
Each of your submitted papers will be graded based around the following three areas: (a) Quality of Writing, (b) Quality of Content, and (c) Quality of Interaction with the Course Material and Relevant Literature. Please see the “Academic Course Policies” below for further expectations.
2. Timeliness of Work: Because leaders often work within team and group contexts, learning the artful balance of producing excellent work in a timely manner is essential. Work not submitted in a timely fashion will receive a deduction of 2% each late day (excluding Sundays). Please note, only extreme situations will be considered as exceptions to this policy. Examples of extreme situations are a death in the family or hospitalization. Demands related to work and ministry—even intense demands—are not considered an exception to this policy.
3. Last But Not Least: Did you specifically engage the assignment? Did you address the questions and/or particulars of the assignment as they were posed? Did you do what the assignment asked?
Academic Course Policies
(Please see catalog for full range of requirements.):
1. Academic Integrity (88-9): “Written material submitted must be the original work of the student. Academic dishonesty constitutes a serous violation of scholarship standards at Bethel and can result in denial of credit and possible dismissal from the school. Any act that involves misrepresentation regarding the student’s academic work is forbidden. Academic dishonesty includes cheating on assignments or exams, plagiarism, fabrication of research, multiple submissions of work in different courses, misrepresentation of academic records, the facilitation of academic dishonesty, and depriving others of necessary academic resources.”
2. Course Papers (90):
· “All assigned course and term papers in all degree programs (with the exception of those in Marriage and Family Studies) are to be submitted in thesis form in conformity with the most recent edition of Kate Turabian’s A Manual for Writers…Students submitting papers in the Marriage and Family Studies and Marital and Family Therapy programs should follow the requirements of the fifth edition of The Publication Manual of the America Psychological Association.”
· “In addition, students are expected to use inclusive language.”
3. Grades (91): “Grades will be assigned using the full range of letter grades (A-F), representing the following levels of performance:
A Excellent work submitted; evidence of outstanding ability to synthesize and use course knowledge; consistent evidence of creativity and originality; insightful contributions in class; consistent demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction.
B Good work submitted; evidence of substantial ability to analyze and use course knowledge; evidence of creativity and originality; thoughtful contributions in class; demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction.
C Acceptable work submitted; evidence of adequate ability to analyze and use course knowledge; appropriate contributions in class; attempts at integration and critique; regular class attendance; and respectful interaction.
D Poor work submitted; little evidence of ability to analyze and use course knowledge; inconsistent evidence of mastery of course content; few contributions in class; no attempts at integration and critique; inconsistent class attendance; and respectful interaction.
F Inadequate work submitted; insufficient evidence of ability to analyze and use course knowledge; inappropriate and/or disrespectful contributions in class; poor class attendance; or failure to complete course requirements.”
4. Incomplete Course Work (92): “Students are expected to submit all work by the dates set by the course instructors and complete all course requirements on or before the last day of the quarter. The grade ‘Incomplete’ is temporary and will be granted only in unusual circumstances (such as serious illness or critical emergencies) and will not be considered for a student who is simply behind in the assignments.”