Grading Policies:
Grade Scale:
A = 95 - 100
A-= 90 - 94
B+ = 87 - 89
B = 83 - 86
B- = 80 - 82
C+ = 75 - 79
C = 70 - 74
F = Below 70
Activity Weight:
Activity Value
Mid-term Examination 20%
Final Examination 30%
Term Paper 20%
Online Class Participation 20%
Class Presentation 10%
Kouzes, James M. and Barry Z. Posner. (1995). The leadership challenge: How to keep getting extraordinary things done in organizations. San Francisco: Jossey-Bass.
Maxwell, John C. (1999). 21 indispensable qualities of a leader. Nashville: Thomas
Nelson Publishers.
Selected References:
The following list of suggested reading materials is not an exhaustive source of published works that focus on this topic. Some of these may be vintage sources, but they contain materials that are appropriate for this course.
Abrashoff, D. M. (2002). It’s Your Ship: Management Techniques From The Best Damn
Ship In The Navy. New York, New York: Warner Books, Inc.
Argyris, C. & Schoen, D. A. (1978). Organizational learning: A theory of action perspective. Reading, Mass.: Addison-Wesley.

Bass, B. M. (1990). Bass & Stogdill
� s handbook of leadership: Theory, research, & managerial application (3rd edition). New York, NY: The Free Press.
Bennis, W. and Nanus, B. (1985). Leaders
�
The strategies for taking charge. New York:
Harper Periennial.
Bolman, L. G. & Deal, T. E. (1997). Reframing organizations: Artistry, choice, and leadership. (Second Edition). San Francisco: Jossey-Bass Publishers.
Carrison, D., and Walsh, R. (1999). Semper Fi: Business Leadership The Marine Corps
Way. New York, New York: AMACOM, American Management Association.
Cohen, W. A. (2002). The New Art Of The Leader. Revised Edition. Paramus, New
Jersey: Prentice Hall Press.
Covey, S. R. (1989). 7 Habits of Highly Effective People. New York: Simon & Schuster.
Curphy, G. J., Ginnett, R. C., & Hughes, R. L. (1999). Leadership: Enhancing the lessons of experience. New York: McGraw Hill, Inc.
Day, N. (June 1998). Informal learning gets results. Workforce.
Doig, J. W. & Hargrove, E. C. (1990) Leadership and innovation: Entrepreneurs in government. Baltimore, MD: The Johns Hopkins University Press.
Donnithorne, L. R. (1993). The West Point Way Of Leadership: From Learning
Principled Leadership to Practicing It. New York, New York: Currency, Doubleday.
Drucker, P. F. (2001). The essential Drucker. New York: Harper Collins.
Freedman, D. H. (2000). Corps Business: The 30 Management Principles Of The U. S.
Marines. New York, New York: HarperCollins Publishers, Inc.
Gardner, Howard. (1995). Leading minds: An anatomy of leadership. New York: Basic
Books.
Goleman, D. (November-December 1998). Working with emotional intelligence. New
York: Bantam Books.
Harari, O. (2002). The leadership secrets of Colin Powell. New York: McGraw Hill.
(1998) Harvard business review on leadership. Boston: Harvard Business School Press.
Hersey, P. & Blanchard, K. H. (1993). Management of organizational behavior: Utilizing human resources (6th edition). Englewood Cliffs, NJ: Prentice Hall.
Howell, J. P. and Costley, D. L. (2000). Understanding behaviors for effective leadership.
Upper Saddle River: Prentice Hall.
Janis, I. L. (1989). Critical decisions: Leadership in policy making and crisis management. New York: The Free Press.
Kaltman, A. (1999). Cigars, whiskey, and winning: Leadership lessons from General
Ulysses S. Grant. Paramus, NJ: Prentice Hall Press.
Katzenbach, J. R. & Smith, D. K. (1994). The wisdom of teams: Creating the highperformance organization. New York: HarperBusiness.
Kay, K. (1994). Workkplace wars and how to end them: Turning personal conflicts into productive teamwork. New York: AMACOM.
Maxwell, John C. (1999). 21 irrefutable laws of leadership. Nashville: Thomas Nelson
Publishers.
Miller, Z. (1996). Corps Values: Everything You Need To Know I Learned In The
Marines. New York, New York: Bantam Books.
Nahavandi, A. (2000). The art and science of leadership. Cincinnati: Prentice Hall.

Pagonis, W. G. (1992). Moving Mountains: Lessons In Leadership And Logistics From
The Gulf War. Boston, Massachusetts: Harvard Business School Press.
Pierce, J. L., and Newstrom, J. W. (1995). Leaders and the leadership process: Readings, self-assessments, and application. Boston: McGraw Hill, Inc.
Phillips, D. T. (1992). Lincoln on leadership: Executive strategies for tough times. New
York: Warner Books.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday.
Shein, E. H. (1992). Organizational culture and leadership. (Second Edition). San
Francisco: Jossey-Bass Publishers.
Siau, K. L. (April 1997). Electronic brainstorming. Innovative Leader.
Smith, P. M. (2002). Rules & Tools For Leaders: A Down-To-Earth Guide To Effective
Managing. Revised And Updated. New York, New York: A Perigee Book.
Terry, R. W. (1993). Authentic leadership: Courage in action. San Francisco, CA: Jossey-
Bass, Inc.
Townsend, P. L. and Gebhardt, J. E. (1997). Five-Star Leadership: The Art And Strategy
Of Creating Leaders At Every Level. New York, New York: John Wiley & Sons, Inc.
Tracy, B. (1995). Maximum achievement: Strategies and skills that will unlock your hidden powers to succeed. New York: Fireside.
GENERAL COURSE DESCRIPTION:
Master the best principles practiced by great leaders of the past and present. Topics include: creativity and innovative thinking, superconscious mental laws, the constant pursuit of professionalism, craftsman-like dedication to quality, building effective selfdirected teams, creating an energized workplace, the habits of effective learning organizations, capitalizing on leverage, and the art of identifying and designing a shared destiny.
This course provides a practical approach to the fundamental concepts and techniques necessary to understand and apply the underlying principles of leadership. The student will master the best principles practiced by great leaders of the past and present by examining the history of leadership theory in the United States.
The objectives of this course are for participants to gain enhanced understanding and skills relevant to leadership by better understanding the principles of leadership and followership.
This course is being given in an online model. The materials are divided into six units that generally cover a 12-week trimester period. Students are expected to maintain currency with the subject matter since discussion board activities are meant as a way to share ideas and information. In addition, students are expected to add to available resources by sharing valid online sites. This course uses assigned readings, lecture, discussion, exams, and a project wherein participants plan to apply concepts and strategies as the teaching/learning format.
ENTRANCE COMPETENCIES:
This is a core public administration course. As such, there is no prior knowledge of public management systems required. It is expected that class participants will be familiar with basic information regarding: Leaders and their roles.

EXIT COMPETENCIES:
This course is intended to enhance participant’s understanding and skills pertinent to management. By the end of the course, class participants will be able to:
Identify major historical periods in leadership theory;
Articulate different leadership styles, attributes, and characteristics;
Describe how concepts are applied in the public sector;
Compare leadership styles of national leaders;
Identify appropriate leadership styles; and
Identify importance of effective interpersonal and organizational communications on leadership;
EXAMS AND TERM PAPER REQUIREMENTS:
Examinations - Examinations will involve short answer and comprehensive essays. The mid-term exam will be returned the following week. The final exam will be graded and returned within one week. The exams will contain no surprises. All questions will be specifically derived from class presentations/readings. There will be no questions derived from materials not discussed in class. For the essay section of the exams, students will be given a series of questions and will be asked to respond to a specific number of items.
Exams are to be taken on the date assigned. Exams given on a date other than the scheduled date without prior authorization will contain questions from any aspect of the class presentations and readings, and there will be no choice of questions to which to respond.
Term Paper - All class participants are expected to prepare a written term paper on a topic from the course. Topics must be approved by the instructor. Students will submit a onepage proposal on their projects by the second week of the class.
The purpose of the paper is to exemplify meeting the course objectives as listed in the exit competencies in this syllabus. The emphasis should be on concepts as they apply to descriptive information and not the information itself. Students are expected to demonstrate the use of concepts presented in this course.
Papers are expected to be 10 to 15 pages in length (typewritten and double-spaced). The paper should include the following:
a) Table of Contents
b) Introduction
c) Background
d) Current thinking
e) Relationship to current/other organizations leaders with which student is familiar
f) Conclusion
g) References
h) Supplemental materials
The introduction should include why this paper is being done; what is the point. The background provides a summary of the issue or case. Current thinking covers current literature relating to the topic. For the area of relationship to current or other organizations leaders, explain how the subject compares or contrasts with those of

another organization. The conclusion is what you think are the critical attributes or characteristics of the leader and the importance of these. There should be at least six references from journal articles, textbooks, or government publications (excluding textbooks from this course).
Supplemental materials to be attached to the end of the paper may include a specific policy or procedure in effect in your organization or personnel manual. Permission to use the material must be obtained, and the issue of confidentiality must be observed. Inability or failure to attach these materials will not adversely impact on grading.
The paper is due by the date provided in the class announcements. Papers should be transmitted electronically. If a student needs to submit a hard copy, two copies should be submitted without covers and with a single staple in the upper left hand corner. Papers late without good cause will be reduced one letter grade for each day late. All work in this course is expected to be that of the individual student and/or the work of others that is appropriately cited. Any term paper or examination that misrepresents the work of others as that of the student will receive a grade of
�
0.
�
Presentations There will be a presentation of the paper. The presentation can either be what the individual is planning to do relevant to the selected topic or what has been completed to that point. The presentation will provide an opportunity for other class participants to suggest other aspects to consider. Participants will be able to select a date for the presentation. Any individual who misses the scheduled presentation date may be rescheduled to the last week of presentations, time permitting. Since this course is provided online, the presentation can involve a slideshow presentation through the online mode or as a lecture and discussion mode’s
Case Studies - There will be case studies assigned as either group or individual projects.
These studies involve issues to be reviewed. The group or individual will be asked to present a summary of the case, the issues raised, and recommendations for improvement.
Group Project there will be a class project. The due date will be established during the first class session. The project should reflect materials covered in the class and be applicable to the participants’ work settings. Discussion of the project, selection of subject areas, and determining the parameters of the project will be completed by the start of unit 2.
GENERAL CLASS PROCEDURES:
The instructor reserves the right to alter the syllabus where warranted.
Students are expected to take the exams when they are scheduled. In the event that the student cannot take the scheduled exam due to illness or employment-related obligations, a make-up may be offered; however, only one such exam will be scheduled for each exam.
COURSE CALENDAR
The following calendar lists the basic content to be covered in class. During each week, there will be online exercises to be completed by the students. These exercises may involve online research or readings as well as responses to specific key discussion points.
Students will be evaluated on their participation in the online exercises in addition to the key indicators of a traditional class.

Unit 1 Syllabus review; Introduction to course; Discussion of entrance competencies;
Discussion of term paper and group project; Introduction to leadership concepts and theories; Personal attributes
Unit 2 Power and legitimacy
Unit 3 Role of leader
Mid-Term Examination
Unit 4 Situational model; Labor and management roles
Unit 5 Leader in group situation; diverse groups
Unit 6 Improving leadership
Final examination; Submission of paper; Course wrap-up