Course Syllabus

Barry University

Adrian Dominican School of Education

OL Ed.D.  Program – The Bahamas

 

ADL-705 BE  Theories of Leadership         

 

CLASS TIME: Friday / Saturday                               Professor: David M Kopp, Ph.D., CPLP

CLASS LOCATION: Queens College                      OFFICE: Queens College  

                                                                                       Student Meetings 4:00 – 4:30 before class

COURSE DURATION: 2018 Fall B Term                   PHONE: 305-899-3708                                                                                                     

CREDITS: 3 Semester Hours – Doctoral level            E-MAIL: dkopp@barry.edu

           

COURSE DATES:     

October 5 – 6 (FtoF)

October 19 – 20 (FtoF)

November 2 – 3 (ADOBE)

November 16 – 17 (FtoF)

December 7 – 8 (ADOBE)

 

                                            COURSE SYLLABUS

 

COURSE DESCRIPTION

 

This course describes theories of leadership, studies the relationship between leadership style and organizational change, and examines the implementation process of a leader’s vision.

 

COURSE RATIONALE 

 

ADL 705, Theories of Leadership, a foundation course, is meant to equip students with a conceptual framework necessary for all subsequent work in the doctoral program.  It is designed to provide a comprehensive study and review of the major theories of leadership and their application within today’s current organizational context.  In addition to delving into leadership theories, styles and skills, a major emphasis of this course includes leading in times of continuous change, systems thinking for re-engineering, developing a team approach while enhancing mental models, and assessment of individual leadership styles.  

 

OUTCOMES

 

It is expected that students will:

 

1. Analyze the different leadership theories and models with regard to their unique orientations, inter-connectivity, and contribution to education. (Analyze)
2. Apply knowledge of leadership theories, models, and behaviors to the study of complex organizations. (Apply)

3. Analyze leadership development and the skills and traits inherent therein. (Analyze)
4. Evaluate leadership theories and models, including skills, behaviors, and attitudes that contribute to effective organizational climate, motivation, and management of human relations. (Evaluate)

5. Evaluate ethical issues and behaviors inherent to leadership. (Evaluate)

  

RELATIONSHIP OF COURSE TO UNIVERSITY MISSION

 

This course aligns with the Mission of Barry University by providing students with the opportunity to develop the knowledge and skills necessary to be an ethical leader. The course relates to the core commitment of “Knowledge and Truth.” It is imperative that leaders make decisions that support the common good in order to create equity within society

 

REQUIRED TEXT

Northouse, P. G. (2016)  Leadership theory and practice (7^th ed.).  Thousand Oaks, CA:  Sage Publications. (ISBN: 9781483317540)

 

 

TECHNICAL TEXT

 

APA (2010). Publication manual of the American Psychological Association (6^th ed.).

             Washington, DC: American Psychological Association.

 

COURSE ASSIGNMENTS

 

• Reflective & Analytical Course Paper (Due Date: 11/16/18)

 

For this assignment, students are to write an 6-8 page paper, excluding title page and reference page, on one or a combination of more than one of the following topics. The paper is to be written according to APA style and include at least five peer-reviewed references (within the last 5 years).

 

Topic #1 – In your opinion, what essential traits and skills distinguish an effective from an ineffective leader? Explain the rationale for the characteristics that you have chosen.

Topic #2 – There are those who advocate the position that effective organizations have effective leaders. State whether or not you agree with this point of view and state the reasons for the position that you have taken.

Topic #3 – Leadership is usually associated with altering the status quo and planning and implementing organizational change. In your opinion, what leadership style(s) do you think is (are) particularly effective in leading an organization through a needed major change?

Topic #4 – In a sense, a leadership position is also a political position in that leaders make decisions regarding the allocation of limited organizational resources. Describe how a leader can go about overseeing such allocations in both an equitable and efficient manner.

Topic #5 – Imagine that you are hired as an administrator with the mandate to turn around an organization that is characterized as having low staff morale, poor productivity, and a negative organizational climate and culture. What leadership strategies and techniques would you use to address this mandate in both an ethical and effective manner?

Topic #6 – Which of the various theories of leadership covered in this course do you find particularly relevant is assisting someone in a leadership position to deal with the realities associated with your particular work setting? Explain the rationale for your selection.

Topic #7 – When one assumes a leadership position, he or she is often confronted with many challenges. In your opinion, what are the most pressing challenges that leaders face today and what strategies can leaders use to successfully meet those challenges?

 

• Leadership Interview (Due Date: 11/16/18)

 

For this assignment, students are to select a current or former leader to conduct an interview asking the following questions (at least):

 

Question #1 - What is your personal definition of leadership?

Question #2 - Why is leadership important to the effective and efficient operation of an organization?

Question #3 - Why did you become a leader?

Question #4 - What are the biggest challenges that you face as a leader?

Question #5 - How would you describe your leadership style?

Question #6 - Has your leadership style changed over time? If so, what factors brought about those changes?

Question #7 - How would you go about implementing and maintaining a needed organizational change?

Question #8 - What strategies and techniques do you use in maintaining good staff morale and a positive work environment?

Question #9 - What personality traits and skills are associated with being an effective leader from your perspective?

Question #10 - What advice would you have for going about effectively handling both the internal and external politics associated with being a leader?

 

At the end of this interview, the student is to summarize and analyze what are the most important things that he/she learned as a result of conducting this interview with this leader.

 

• Presentations (11/17/18)

 

Students will present their papers. The presentations should last no more than 20 minutes and should be geared toward stimulating and guiding class discussion, a case-study analysis, and implementing related class activities when appropriate.

 

GRADING

           

Assignments                                                 Potential Points

Course Paper                                                   40 pts

Leadership Interview                                        30 pts

Presentation                                                     30 pts

Grand Total                                                      100 pts

         

Final Grading scale will be as follows:

 

Total Points	Grade
100-90	A
89-80	B
79-70	C
69 or below	F

 

                                                                                                   

 

 

 

 

  ADDITIONAL COURSE REQUIREMENTS & EXPECTATIONS

 

   Incomplete Grade

 

A student who is passing a course, but has not completed all the required work because of extenuating circumstances (e.g., accident, severe or long-term illness, and death in the immediate family) may, at the discretion of the instructor, receive a grade of incomplete (“I”).  The grade of incomplete is neither passing nor failing, and is not used in computing a student’s grade point average; it indicates a grade deferred.  Work must be submitted no later than two weeks before the end of the semester following the semester in which the course was taken.

 

  

The grade of “I” is not to be used to allow students to do extra work or subsequently to raise   

the grade earned during the regular semester the course was taken.  The student is responsible 

for making arrangements with the instructor for the timely completion of the work through   

the completion of the Incomplete Agreement form. The course instructor will record in writing the work that must be completed for a final grade and the timeframe for completion as noted on the form.  Should the work not be submitted or completed within the agreed upon timeframes, the “Incomplete” grade will automatically be converted to an “F.”

 

CLASS ATTENDANCE & PUNCTUALITY

 

Unexcused absenteeism or significant tardiness will result in a lowering of a student's overall final grade for this course. Students are advised not to register for this course if they know that they will be frequently absent from this course. As a professional courtesy, students should contact the instructor in the event of an unavoidable tardiness for or absence from class. Class attendance is taken every class session by the instructor. Students are still responsible for all content and materials covered in class and for any assignments that were due during their absence.

 

PROFESSIONAL ENGAGEMENT

 

Students are expected to engage in the various class activities. It is believed that each student has something valuable to share with others and that their participation enhances the academic environment and learning experience of everyone involved with this course. At the same time, the instructor is cognizant of the fact that each student has a distinctive style of class participation. It is expected that students will come to class prepared to contribute to the learning of others. This entails the timely completion of required readings and written assignments and participation in class discussions, activities, and presentations. Moreover, students are requested that their participation should be directed in a positive, constructive, non-monopolistic, and focused manner.

 

ACADEMIC HONESTY

 

It is expected that each student will review, understand, and comply with all aspects of the Barry University Academic Dishonesty Policy, specifically as it relates to cheating and plagiarism.  Any violation of this Policy will result in a grade of “F.” See Barry University Graduate Catalog for additional information.

 

COURSE MODIFICATION/FLEXIBILITY CLAUSE

 

The professor reserves the right to modify the course at any time based on situation and need. Students will receive notification of any such modification.

 

 

Integrating Technology

 

The professor will communicate with students via Barry e-mail addresses only, and  students will be responsible for the contents of such emails; therefore, students who do not check their Barry email on a regular basis may have mail from that account forwarded to the account of their choice.

 

In general, your student Mymail address is your first name.last name plus @mymail.barry.edu (for example johnny.abrams@mymail.barry.edu). In order to check your Mymail, first log onto the university through remote access. This is accomplished by entering webmail.barry.edu  into your browser URL address. You will need your username and password to access your email.  This is the same username and password you normally use to logon to the University’s system. 

 

In addition, Internet research may be required and instruction regarding accessing  resources on-line will be integrated into the course.  Finally, Barry email accounts and Canvas will be used as the learning platforms for this course in the sharing of instructional resources with the students and the submission of student assignments.

 

Late Assignments

 

All assignments must be completed in a professional and timely manner.  The grade on late written assignments may be lowered at the instructor’s discretion.  All assignments are due on the designated date and in the stated format. Exceptions will not be made unless there are extenuating circumstances, so deemed by the professor. All papers must be prepared according to APA style guidelines.

 

Methods of Instruction

The following instructional methodologies will be utilized in this course; lecture, small group/individual activities, student Power Point presentations, teamwork assignments, case study analyses, and class discussion.

 

Electronic Devices

 

Respect for the learning environment should include, but not limited to, switching all cellular telephones to “vibrate” mode. Laptops are to be used for course-related work only.

 

 

Written Assignment Criteria

Written assignments for this course must be word-processed and formatted using APA guidelines. Be sure to use a 12 point font New Times Roman and to double-space the text per APA formatting guidelines. All assignments and course activities, including individual and group activities, will be evaluated relative to proper sentence structure, grammar, punctuation, and appearance.

CLASSROOM VISITORS

Undergraduate and graduate students are expected to come to class prepared to participate fully in discussions, small group work, and other activities. To be an effective participant, honor the right of fellow students to a quality educational experience, and protect the safety of all. Students are not permitted to bring minor children or visitors to class sessions at the main Barry campus or off-site locations. 

 

 

BIBLIOGRAPHY

 

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership.

          Mahwah, NJ: Lawrence Erlbaum.

 

Bennis, W. (2010). Learning to lead.  New York: Basic Books.

 

Bennis, W., & Nanus, B. (1985).  Leaders: The strategies for taking charge. New York: Harper & Row.

 

Blake, R.R., & Mouton, J.S. (1994). The managerial grid: Leadership styles for achieving production through people. Houston, TX: Gulf.

 

Blanchard, K., Zigarmi, P., & Zigarmi, D. (2013). Leadership and the one minute manager: Increasing effectiveness through situational leadership II. New York: Harper Collins.

 

Burns, J.M. (1978). Leadership. New York: Harper & Row.

 

Covey, S.R. (2004). The 7 habits of highly effective people: Powerful lessons in personal change. New York: Simon & Schuster.

 

Crainer, S., & Dearlove, D. (2014). Leadership: Organizational success through leadership. New York: McGraw Hill.

 

Csorba, L.T. (2004). Trust: The one thing that makes or breaks a leader. Nashville, TN: Thomas Nelson.

 

Daft. R.L. (2011). The leadership experience. Independence, KY: Cengage Learning.

 

Dale Carnegie Training. (2009). Leadership mastery: How to challenge yourself and others to greatness. New York: Simon Schuster.

 

George, B. (2007). Truth north: Discover your authentic leadership. Hoboken, NJ: John Wiley.

 

Goleman, D., Boyatzis, R., & McKee, A.  (2013).  Primal leadership: Unleashing  

     the power of emotional  intelligence.  Boston, MA:  Harvard Business

     Review Press.

 

Greenleaf, R.K. (2002). Servant  leadership: A journey into the nature of legitimate power and greatness. Costa Mesa, CA: Paulist Press.

 

Guiliani, R. (2002). Leadership. New York: Hyperion.

 

Hackman, M.Z., & Johnson, C.E. (2000). Leadership: A communication perspective. Prospect Heights, IL: Waveland Press.

 

Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2006). Leadership: Enhancing the           lessons of experience. Boston, MA: McGraw-Hill/Irwin.   Kopp, D.M. (2014). Human resource development: Performance through learning. San Diego, CA:            Bridgepoint Education.   Kotter, J.P. (1996). Leading change. Boston, MA: Harvard Business.                                                    Kouzes, J.M., & Posner, B.Z. (2010). The truth about leadership. San Francisco, CA:           Jossey-Bass.   Kouzes, J.M., & Posner, B.K. (2012). The leadership challenge: How to make extraordinary things             happen in organizations. Hoboken, NJ: John Wiley.   Lowney, C. (2005). Heroic leadership: Best practices from a 450-year-old company          that changed the world. Chicago, IL: Loyola Press.
Marquet, L.D. (2012). Turn the ship around: A true story of turning followers into leaders. New            York: Penquin.
Maxwell, J.C.  (1993). Developing the leader within you. Nashville, TN: Thomas Nelson.   Maxwell, J.C. (1995). Developing the leaders around you: How to help others reach their full              potential. Nashville, TN: Thomas Nelson.   Maxwell, J.C. (2005). The 360 leader: Developing your influence from anywhere in the              organization. Nashville, TN: Thomas Nelson.   Maxwell, J.C. (2007). The 21 irrefutable laws of leadership: Follow them and people will follow              you. Nashville, TN: Thomas Nelson   Maxwell, J.C. (2011). The 5 levels of leadership: Proven steps to maximize your potential. New              York: Center Street.   Maxwell, J.C. (2013). How successful people lead: Taking your influence to the next level. New             York: Center Street.   Mellon, L. (2011). Inside the leader’s mind: Five ways to think like a leader. London: Prentice Hall.   On leadership. (2011). Boston, MA: Harvard Business Review Press.   Rath, T., & Conchie, B. (2008). Strengths -based leadership: Great leaders, teams,  and why people             follow. New York: Gallup Press.   Sanborn, M. (2006).  You don’t need a title to be  a leader. New York: Crown Business.
Senge, P. M. (1990).  The fifth discipline:  The art and practice of learning          organizations.  New York: Doubleday Press.     Wheatley, M. (2006).  Leadership and the new science:  Discovering order in a          chaotic world. New York: Barrett-Koehler.
Yukl, G. A. (2006). Leadership in organizations. Upper saddle River, NJ: Prentice Hall.