ML513: Syllabus page 10
ML513: Syllabus Mark W. McCloskey, M.Div., Ph.D.
Fall 2009 Bethel Seminary
10/1/09 – 12/10/09 Office: A206; 651-635-8592
Thursday, 1-5 PM e-mail:
INTRODUCTION TO TRANSFORMATIONAL LEADERSHIP
Course Description:
This course presents, examines and seeks to apply a broad range of information crucial to leadership effectiveness. Leadership theory will be explored from diverse theoretical traditions, and a model for transformational leadership will be presented and applied to a variety of ministry leadership roles and diverse cultural settings.
Course Format
This course will be conducted in a reflective, seminar-discussion format. While traditional lectures will be utilized, a majority of class time will be spent in dialogue, group discussion, and examination of case studies. The instructor will pose leadership issues and questions, facilitate group discussions, introduce selected resources, and coordinate class exercises. Students will contribute to the class by asking questions, and offering insights and analysis of leadership theory and practice based on the assigned readings and life experience.
Because transformational leadership is an interdisciplinary subject, special attention will be given to integrating information from The Center for Biblical and Theological Foundations, as well as The Center for Spiritual and Personal Formation.
Learner Outcomes: By the end of this course, the student should be able to:
1. Critically examine the nature and development of transformational leadership theory and its practice in diverse cultural and ministry settings.
2. Address the similarities and differences between a biblical approach to leadership and contemporary literature on leadership not written from an explicitly biblical perspective.
3. Articulate with conceptual clarity and biblical depth, the relationships, roles, responsibilities, and results of transformational leadership.
4. Utilize a vocabulary to discuss transformational leadership in light of the Bible and contemporary literature.
5. Begin to develop a personal theology and philosophy of transformational leadership.
6. Articulate the distinction between leadership and management, while valuing both.
7. Manifest a growing appreciation for your present capacity (strengths and limitations) to provide transformational leadership in a variety of cultural and ministry settings.
8. Design, develop and begin to implement a personal plan for continuing development as a transformational leader.
10. Begin to use research and reference tools to further your life-long learning in the area of leadership formation and practice.
Required Textbooks: There are three textbooks required for all students in the course.
Ford, Leighton. Transforming Leadership. Downers Grove: InterVarsity, 1992. Isbn: 0830816526.
Northouse, Peter. Leadership: Theory and Practice. 4th Edition. Thousand Oaks, CA: Sage, 2007. ISBN:141294161X.
Wren, J. Thomas. Leader’s Companion. New York: Free Press, 1995. ISBN 0028740812
Required Articles & Course Material: These articles are required readings for students.
Collins, Jim. (2001). “Level 5 Leadership: The Triumph of Humility and Fierce Resolve.” Harvard Business Review (January) 66-76. [Please obtain a copy through the “Business Source Premier” database in our library]
Goleman, Daniel. (1998). “What Makes a Leader.” Harvard Business Review, (Nov-Dec) 92-102. [Please obtain a copy through the “Business Source Premier” database in our library]
Kotter, John. "Leading Change: Why Transformation Efforts Fail." Harvard Business Review 73:2 (Mar/Apr 1995) 59-67.
McCloskey, Mark. “Fourteen Theological Affirmations” [Available in “Course Documents” on Blackboard]
McCloskey, Mark. “Toward a Working Model of Transformational Leadership.” [Available in “Course Documents” on Blackboard]
McCloskey, Mark. “What is Transformational Leadership?” [Available in “Course Documents” on Blackboard]
Assignments:
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_ML513_Assignment Abbreviation”. Be sure to use these submission guidelines as deductions may be given for not following them.
Class Participation and Blackboard Discussion Forums
It is assumed that all assigned readings have been carefully processed before class, and that the learner will come to class prepared to ask questions and contribute insights based on the readings, as well as his or her leadership-oriented experiences during the week.
Learners will participate in two discussion forums during the course. The first is scheduled for Week # 2, and the second for Week # 3. Learners will contribute two postings to the Discussion Board, the first no later than Tuesday at 5 PM Central Time, the second no later than Thursday at 5 PM for both weeks. At a minimum, learners will respond once to the instructor's initial posting with a posting of at least 50 words, and a second time in response to another learner in each of the discussion forums with a posting of at least 50 words. In other words, each learner will make at least two substantive postings for each of the two Discussion Boards. A substantive posting is one which (1) thoughtfully engages the instructor’s initial posting and the posting of another learner, and (2) integrates relevant, assigned course readings. A posting of “Great idea” or “Yes, I agree” is not considered substantive. A posting that does not integrate relevant, assigned readings is also not substantive. Please make all posts within the forum's designated deadlines. Posting after the forum has ended (after Thursday) is a bit like showing up for class discussion once the classroom is empty.
1. Graded Assignment # 1: Course Exam
A course exam will be administered on the last day of class. The exam will cover all lecture material and reading; a study guide will be provided in class before the exam.
2. Graded Assignment # 2: Personal Leadership Development Plan
Personal Leadership Development Plan – In light of the class readings, lectures, discussions and your ministry context, design a plan for your lifelong development as a Christ-centered, Spirit-filled, biblically informed leader. Though this is a graded assignment, this plan is for you, not me. It is critical that you make this as comprehensive and clear as you can because it will be referred to throughout the program, and, hopefully for at least the next five years of your development. The plan will include:
o an assessment of your present strengths and weaknesses as a Christ-centered leader
o your Top Ten lifelong leadership questions. These questions should reside at the intersection of your personal and ministry/professional aspirations. These questions should be specific and not theoretical.
o Well-crafted personal goals based on your assessment and questions
o Reasonable action steps related to your goals
o a list of the top ten leadership resources which you plan to utilize in the next one to three years or beyond (e.g., mentors, books, tapes, psychometric tools, web sites, articles, etc.).
In light of class readings, discussions and my context, address the following. (This should also reflect the structure of your paper)
1. Self-Assessment--a self-assessment of your strengths and development areas as a leader. Cite specific examples to support your conclusions. Please use the framework of the 4-R model, addressing each “R” and each aspect of each “R” (remember to include an analysis of DICE+1 as part of Relationships). Integrate your any assessments you have taken at Bethel Seminary, especially the StrengthsFinder. Results, and your ability to get results are a key part of this assessment. Be sure to comment on your ability to serve as a catalyst to “make things happen in the power of the Holy Spirit.”
2. Top Ten Questions—these should tie specifically to your strengths and development areas identified through the assessment process, and will provide a framework for your lifelong development as a leader (include explicit connections to your self-assessment, StrengthsFinder and other assessments as appropriate). Please provide a brief rationale (25 words or less) for each question as to why it is worthy of your consideration in the long term. Prioritize your 10 questions from the most important to the least important.
3. Goals--from the 10 questions, develop not more than 3 specific goals that you will endeavor to complete in the next three years. Your goals should be precisely and effectively written SMART Goals:
· Specific
· Measurable
· Actionable/Attainable
· Realistic/achievable
· Time-bounded/able to be tracked and monitored
Sample goal: By June 30, 2010 I will find a ministry coach to help me learn how to casting a compelling vision. By December 31, 2011 I will identify two emerging leaders to mentor. By June 1, 2012 I will have my top 100 leadership articles on my thumb drive.
4. Action Steps—Include action steps to achieve the goals with timeline increments of 6 months, one year, and three years. Your plans should be very practical and action oriented. In other words, what am I going to do NOW to begin realizing these goals?
5. Ten Resources--a listing of the ten resources you plan to utilize over the next one to three years and beyond to foster and accelerate your development as a leader. Briefly defend the selection of each of these resources. Please be thoughtful and creative in selecting diverse (not just books or web sites) and distinct resources (e.g., a particular author is one resource, so please don’t list four of his or her books as separate resources.) This list of resources should reflect and have a tight connection to your insights and observations with respect to your top ten questions, your goals and your self-evaluation. Be explicit as to how each resource will address issues raised by your questions, self-evaluation and goals. In other words, there should be congruity between your resources, your lifelong questions, your self-assessment and your goals.
6. Personal Leadership Development Plan Itself—your PLDP should be concisely written, thorough, precise and to the point.
3. Graded Assignment # 3: Major Integrative Paper
"In addition to submitting this assignment to the course instructor, you are also required to upload your assignment to your Integrative Portfolio. For important uploading instructions, visit your Integrative Portfolio Blackboard course (GS002 or GS003). This requirement began in the fall quarter of 2008 and applies to all degree seeking students from that point forward."
Drawing from the Bible, class readings, course curriculum, class interaction, life experience and other appropriate resources, write a 12-15 page (12 point font; double spaced) integrative paper. The intent of this assignment is to identify an area of leadership theory and practice that is meaningful to you and further explore this area. Choose from any one of the following assignments, taking care to specifically address the expectations and requirements for each assignment. Additionally, see the Grading Criteria for Papers and Assignments below, which discusses expectations for quality of writing and quality of content.
Selection A. Identify and discuss a cross-cultural, multi-cultural or diversity issue or set of issues (e.g., race, gender, nationality, ethnicity, generation, etc.) as it relates to the theology and practice of biblical, transformational servant leadership. Using the 4-R model of transformational leadership, your paper should address the following. (a) What is the issue (or set of issues) and why are they germane to the study and practice of biblical leadership? (b) How does the diversity factor(s) under consideration affect the practice of leadership? Give specific examples. (c) Given the framework of the 4-R model, discuss how the diversity factor(s) interacts with each aspect of the model [e.g., Relationships (DICE + 1, etc.), Roles (coach, etc.), Responsibilities (aligning, etc.), and Results.] (d) Based on a comprehensive analysis of course readings, class discussions, Power Point presentations, biblical texts, your experience and other appropriate resources, present a set of biblically based, well reasoned and well defended conclusions, which articulate the impact of this diversity factor(s) on the theory and practice of biblical, transformational leadership.
Selection B. Articulate a biblical theology, personal philosophy, and guidelines for practice with respect to biblical, transformational servant leadership. Please discuss the following. (a) Identify a set of foundational theological assumptions or affirmations relevant to one’s philosophy and practice of transformational leadership. In other words, given the Lordship of Christ and a biblical world view, what theological concerns should govern one’s philosophy and practice of transformational leadership (e.g., you might consider the themes of creation, fall, redemption and glorification, or specific theological categories such as the character of God, biblical anthropology, the Person and work of Jesus Christ, the work of the Holy Spirit, the nature and mission of the church, etc.). (b) Discuss each assumption/affirmation as it relates to each aspect of the 4-R model of transformational leadership. Please be sure to address each “R” (Relationships, Roles, Responsibilities and Results), and each component of each “R”, (e.g., DICE +1, change agent, aligning, etc.). (c) Based on “a” and “b” above, and a comprehensive analysis of course readings, class discussions, class presentations, biblical texts, your experience and other appropriate resources, present a set of biblically based, well reasoned and well defended conclusions, which articulate your biblical theology (what the Bible teaches) personal philosophy (how I therefore think about leadership), and personal practice (practical points of application in the day-to-day of leadership) of transformational servant leadership.
Selection C. Compare and contrast the biblically oriented material (Ford’s Transforming Leadership, assigned biblical texts, and McCloskey papers) with the material that is not explicitly biblical in nature (the assigned articles in the Wren book, Northouse, as well as the Harvard Business Review articles). Address the following questions in your paper:
a. In what way, if any, do these two bodies of material differ in leadership theory, assumption, philosophy, and practice? Be specific and cite material.
b. In what ways are they similar in theory, assumption, philosophy, and practice? Again, be specific and cite material.
c. Do the non-explicitly biblical writers present their material from a biblical worldview? Why or why not? Defend your answer.
d. To what degree is the non-biblically explicit applicable to a ministry setting? In other words, how is the church/ministry like and not like a business or corporation? Defend your answer.
e. To what degree is the explicitly biblical material applicable to secular leadership settings (i.e., business, corporate, military, education, etc.)? In other words, how is a business like a church and not like a church?
f. Is transformational leadership a uniquely biblical concept? Why or why not?