ORM 6003
Foundations of Leadership
SYLLABUS
A study of contemporary leadership theory and practice with the goal of
developing the student’s personal theory of leadership. Special emphasis is
given to the relationship between leadership style and organizational change,
implementing a leader’s vision. The course examines, from individual,
interpersonal, group, and organizational points of view, the type of leadership
that is required to create and maintain high levels of excellence in organizations.
Complied by
Ronald Keith Bolender, Ed.D. (2005)
Master of Science in Management (MSM)
Adult and Graduate Studies
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
COURSE OVERVIEW
The following Foundations of Leadership skills are emphasized:
Week 1
Concept of Change Management
The New Business of Paradigms
Active Inertia
Managing Organizational Change
Balancing Change
Kotter’s Change Management Action Plan
Week 2
Lewin’s Force Field Analysis
Kotter’s Change Management Action Plan
Individual’s Response to Change
Change Agent
Week 3
Black’s Brain Barrier, Failure to See
Conceiving stage of Change Management
Innovation
Week 4
Black’s Brain Barrier, Failure to Move
Believing stage of Change Management
Middle Manager’s Role on Change Management
Week 5
Black’s Brain Barrier, Failure to Finish
Achieving stage of Change Management
Nadler & Tuchman’s Approach to Change
Week 6
The Learning Organization
The Future of Change in Organizations
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
COURSE OBJECTIVES
A. To foster the ability to understand the contrast between management and
leadership within an organization.
B. To develop competent professionals to serve organizations by utilizing leadership
skills.
C. Explore through professional practice the ramifications and implications of
emerging paradigms of leadership and leadership development.
D. Identify and analyze future trends and issues related to the functions and roles of
practicing leaders within the student's work place organization.
E. Develop a strategic leadership action plan to address a specific leadership need
within the student's work place organization.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
TEXTS & REQUIRED READING
BOOKS
Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School
Press.
Black, J.S. & Gregersen, H.B. (2002). Leading strategic change: Breaking
through the brain barrier (8th ed.). Upper Saddle River, NJ: Financial
Times Prentice Hall.
Robbins, S.P. (2003). Essentials of organizational behavior (7th ed.). Upper
Saddle River, NJ: Prentice Hall. [Text from Organizational Behavior]
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
WEEK ONE – INTRODUCTION TO CHANGE MANAGEMENT
CLASS LEARNING OUTCOMES
1. Develop an understanding of the field of change management by discussing
various approaches to the change management process.
2. Begin the process of developing a personal/managerial perspective of the
importance of change and its relationship to the strategic focus of modern
organizations.
3. Develop an appreciation of the cultural context of change.
4. Understand the difference between continuous and discontinuous change and its
impact on management.
5. Become acquainted with Kotter’s Change Management Action Plan based on
eight steps of change.
6. Discuss the personal skills required to manage change projects.
7. Discuss the organizational behavior perspectives of change management.
ASSIGNMENTS DUE
1. Read:
Robbins – Chapter 17, “Organizational Change and Development”
2. Read:
Kotter – Chapters 1-2
3. Read:
Bridges – “Managing organizational transitions”
4. Read:
Duck – “Managing change: The art of balancing”
5. Review the requirements for the final project under THE CHANGE
MANAGEMENT PROJECT GUIDELINES and choose a situation or issue from
your professional situation to use as the basis of your paper. Be prepared to
discuss in class.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
CLASS SESSION OUTLINE

Devotional

Course overview: Review syllabus, readings, discussion expectations, and
assignments.

“The New Business of Paradigms” video and discussion

Lecture and discussion of the following topics:
o Introduction to Change Management:
Forces for change, planned vs. forced change, break in equilibrium vs.
constant change, resistance to change (both individual and
organizational), learning organization.
o The manager’s role in the management of change.
o Why do good companies go bad?
 Active Inertia
 Consequences of focused action vs. just action
o Managing Organizational Change
 3 phase of change
 Management tips to handle the ending and neutral zones
o The continuum of change – Change vs. Transition.
o Kotter’s Change Management Action Plan based on eight steps of
change.
 Why firms fail
 Management vs. leadership

Discuss first paper due in class, Week Two.

Discuss Change Project Paper and Presentation due in class, Week Six.
o Brief and to the point.
o Focus on projects that are large enough to involve multiple people from
your organization.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
WEEK TWO – AN ACTION PLAN AND THE ROLE OF THE INDIVIDUAL
CLASS LEARNING OUTCOMES
8. Examine Kotter’s views of preparing the organization to engage in a change
project.
9. Examine Kotter’s views of critical issues to be managed during a change project.
10. Examine Kotter’s views of successfully completing a change project.
11. Begin to explore personal approaches to change and change management.
12. Understand the importance of negotiation to managing change.
13. Understand and apply Lewin’s 3 stages and force field analysis.
ASSIGNMENTS DUE
1. Read:
Kotter – Chapters 3-10
2. Read:
Meyers – “Radical change, the quiet way”
3. Search on the Internet for sites that have information regarding Kurt Lewin’s
concept of “force field analysis” and its use in the management of change.
4. Application Paper #1
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
CLASS SESSION OUTLINE

Devotional

Discuss Lewin’s Force Field Analysis findings and Application Paper One.

Review and discuss in depth Kotter’s Change Management Action Plan.

Discuss in terms of global issues and specific Change Project issues.

Examine the individual’s response to change and begin a discussion on the
politics of being a change agent.

Negotiating Corporate Change
o Video (30 minutes)
o Discussion
o Negotiation Framework (Handout)
o Negotiation tips

Radical Change the Quiet Way
o Change agents can employ multiple techniques

Discuss second application paper due in class, Week Three.

Discuss progress and questions related to Change Project Paper and
Presentation due in class, Week Six.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
WEEK THREE – CONCEIVING AND THE ROLE OF INNOVATION
CLASS LEARNING OUTCOMES
14. Understand Black’s Conceiving stage of change management.
15. Apply and review the concepts of contrast and confrontation.
16. Explore how innovation is critical to the early stages of change.
ASSIGNMENTS DUE
1. Read:
Black – Chapters 1-3, 8 (pp. 113-132), and 9
2. Read:
Hargadon & Sutton – “Building an innovation factory”
3. Read:
Wood & Hamel – “The world bank’s innovation market”
4. Application Paper #2
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
CLASS SESSION OUTLINE

Devotional

Lecture and discussion on Black’s Brain Barrier #1, Failure to See.
o Mental maps metaphor
o Overcoming Failure to See
 Contrast
 Confrontation
o Discuss the importance of these concepts and how they can be applied to
the Change Project.

Discuss Application Paper #2

Explore the importance of innovation and its impact on change management.
o Innovation Now!
o Need for innovation
o Corporate Radicals
o Class Exercise: Lack of Innovation

Building an Innovation Factory
o Knowledge – Brokering Cycle

World Bank’s Innovation Market
o Innovation within a bureaucracy

Innovation Exercise if time

Prepare for next week’s discussion on the application of the Strengthfinders
material to the role of a manager in a change project.

Discuss third application paper due in class, Week Four.

Discuss progress and questions related to Change Project Paper and
Presentation due in class, Week Six.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
WEEK FOUR – BELIEVING AND THE ROLE OF THE MANAGER
CLASS LEARNING OUTCOMES
17. Understand Black’s Believing stage of change management.
18. Examine how managers must incorporate change management into their
management toolbox.
19. Explore how student strengths influence their approach to leading or participating
in change projects.
ASSIGNMENTS DUE
1. Read:
Black – Chapters 4-5, 8(pp. 122-126), and 10
2. Read:
Huy – “In praise of middle managers”
3. Read:
Gosling & Mintzberg – “The five minds of a manager”
4. Review: Strengthfinders material
5. Application Paper #3
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
CLASS SESSION OUTLINE

Devotional

In Praise of Middle Managers discussion
o Strengths of MLMs are needed to lead change.

Lecture and discussion on Black’s Brain Barrier #2, Failure to Move.
o Smart People and Change
o Overcoming Failure to Move
 Destination
 Resources
 Rewards
o Discuss the importance of these concepts and how they can be applied to
the Change Project.

Discuss Application Paper #3

Five Minds of a Manager
o Management is tough
o Requires knowing what mind-set you need to use.

View and discuss “Wealth, Innovation, & Diversity” video.

Discuss progress and questions related to Change Project Paper and
Presentation due in class, Week Six.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
WEEK FIVE – ACHIEVING AND THE ROLE OF FEEDBACK
CLASS LEARNING OUTCOMES
20. Understand Black’s Achieving stage of change management.
21. Review differences between change and reorientation.
22. Analyze the role of feedback in the change management process.
ASSIGNMENTS DUE
1. Read:
Black - Chapters 6-7, 8 (pp. 126-134), and 11
2. Read: Nadler & Tuchman – “Organizational frame bending: Principles for
managing reorientation”
3. Read:
Jackman & Strober – “Fear of feedback”
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
CLASS SESSION OUTLINE

Devotional

Lecture and discussion on Black’s Brain Barrier #3, Failure to Finish.
o Behavior is required to change
o Obstacles
 People get tired (trust)
 People get lost
o Overcoming Failure to Finish
 Champions
 Charting
o Breaking Though Techniques

Explore the Nadler and Tuchman’s approach to change in complex
organizations.

Organizational Frame Bending
o Representing change
o Classification scheme
o Linear approach
o Confirms Kotter and Black with some new thoughts

Fear of Feedback

Firing Up Commitment

Discuss progress and questions related to Change Project Paper and
Presentation due in class, Week Six.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
WEEK SIX – THE LEARNING ORGANIZATION
CLASS LEARNING OUTCOMES
23. Understand the characteristics of a learning organization.
24. Learn why the learning organization concept is important to change oriented
individuals and organizations.
25. Practice presentation skills.
ASSIGNMENTS DUE
1. Read:
Black - Chapter 12
2. Read:
Kotter – Chapters 11-12
3. Read:
Garvin – “Building a learning organization”
4. Read:
Gray – “Wanted: Chief ignorance officer”
5. Change Project Paper
6. Change Project Presentation
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
CLASS SESSION OUTLINE

Devotional

Review and discuss the concept of the learning organization and its role in
change management.

Wanted: Chief Ignorance Officer
o Knowledge can block innovation
o Manage to capitalize on ignorance

Predict the future of change in organizations.
o Kotter
 Organizational Characteristics
 Individual Characteristics
o Black
 Anticipating change leaders are needed

Student presentations followed by questions and answers.

Course and faculty evaluation.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
METHOD OF EVALUATION

Discussion and Participation: An understanding of the content read each
week is important for the learning of every student. Discussions will occur
with each class and all students are expected to participate in evaluation,
synthesis, and analysis of the material. The instructor will monitor student
participation and assign grades based on personal interpretation of
involvement and significance of discussion.

All written papers (Application and Change Project) will be graded as
follows:
70% = content
10% = structure (A.P.A. format and style)
10% mechanics (grammar and spelling)
10% = research (sources and cites)

Change Project Presentations will be graded as follows:
20% = purpose/subject
20% = structure/mechanics
20% = delivery/posture
20% = technical correctness
20% = communication

Late work will NOT be accepted. All assignments are due at 6 pm on the
night of class. If you will be absent e-mail the assignment to the instructor
by 6 pm with a message explaining the reason for the absence.
An absence will result in a 5% drop in the final course grade.
POINT VALUES FOR ASSIGNMENTS
Discussion and Participation
Application Papers (3 @ 50 points each)
Change Project Paper
Change Project Presentation
Total
Copyright © 2004 Mount Vernon Nazarene University
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50 points
150 points
100 points
50 points
350 points
Syllabus – MAN 6033
ASSIGNMENT GUIDELINES
THE CHANGE MANAGEMENT PAPER
Using Leading Change (Kotter) and other additional references that you have
found to support your viewpoint, write a 10-page paper (APA format) that applies
Kotter’s Eight-Stage Process of Creating Major Change to a problem or issue
from your professional situation. This paper must reflect a thorough
understanding of the material from the course and make clear connections
between theory and the actual problem or issue being dealt with.
Use the following suggestions to guide your process:
The executive summary of your paper should include:
 A brief, yet informative, summary of your paper written to answer your
supervisor’s question, “Why should I care about your ideas contained in your
report?”
 Capture interest by
1) Stating the importance of your report,
2) Highlighting either the solution to a problem or the creation of an
opportunity, and
3) Giving a brief overview of the flow and content of the report.
The introduction of your paper should include:
 A description of a situation or issue from your professional situation that you
believe could or should be changed. (It may be a good idea to get approval
from your supervisor to use the situation or issue for your paper.)
 Enough background information about your organization to help your reader
understand the situation or issue that you are dealing with.
 A description of what you believe would be the desirable state of the situation
or issue after the change process is complete (in other words, describe the
goal of your proposed change effort).
The body of your paper should include:
 An analysis and description of the Eight-Stage Action Plan that you believe to
be an effective process for bringing about the change that you are proposing.
 Be sure and apply the theory you have learned in the course to the situation
you are dealing with.
The conclusion of your paper should include:
 A brief restatement of the situation or issue that you have written about;
 A brief recap of the change process that you would implement; and
 A brief summary of what change you believe would be brought about by the
process you are proposing.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
THE CHANGE MANAGEMENT PRESENTATION
Prepare a 5-7 minute presentation of your Change Project Paper to share with
the class the relevant issues and conclusions you dealt with in the change
project.
APPLICATION PAPERS
Paper #1
Write a 3-4 page paper that applies Lewin’s concept of Force Field
Analysis to the change situation you selected for your Change Project.
Your paper should list all relevant Forces for and against Change, assign
a strength assessment, and draw a diagram that visually represents the
forces. Your paper’s conclusion should identify and discuss the important
and relevant forces that you must either diminish or strengthen to improve
the probability of your change project’s success.
Paper #2
Write a 3-4 page paper that applies the Black material on Brain Barrier #1,
Failure to See, to the change situation you selected for your Change
Project. Your paper should primarily focus on contrast and confrontation.
First, develop a chart similar to Exhibit 3-3 (p. 53), QuadQ’s Changing
Environment that identifies high contrast themes as related to your change
situation and then explain its relevant points. Second, you should pick
one high contrast issue and create a high confrontation “inescapable
experience” that you might use as a manager to motivate your employees.
Paper #3
Write a 3-4 page paper that applies the Black material on Brain Barrier #2,
Failure to Move, to the creation and management of the Guiding Coalition
you selected for your Change Project.


Your paper should discuss the guiding coalition you are planning to
assemble for your Change Project (Please do not use names –
rather, use titles or other designations), and
Your perception of motivation factors needed to motivate the
Guiding Coalition to take on and champion the Change Project (use
Black’s ARCTIC framework (p. 84) for this third section).
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
ATTENDANCE POLICY
Class attendance for MSM graduate students is mandatory, and the facilitating
instructors will comply with the attendance policies. If a student has an emergency
situation, the following policy will apply:

If a student misses one (1) class session in a course:
The absence will result in a 5% penalty reduction in the final course grade
(see final grading scale).
And
All make-up work for absenteeism will be determined by the facilitating
instructor. The student should see the instructor regarding out-of-class
assignments that were due during the missed class session. The student
should also see the instructor regarding in-class work and/or presentations
missed due to absence. Example, if a class presentation by the student
was scheduled for the night of absence, a video tape of the presentation
may or may not be acceptable by the facilitating instructor. If the video
presentation is acceptable, the student will be responsible for making the
tape. MVNU will not be able to guarantee any assistance in the production
of the video tape. The student should contact the facilitating instructor prior
to making the video presentation to get approval. If a video presentation is
allowed, the presentation may or may not be shown in a regular class
session. If not shown in a regular class session, the facilitating instructor
will view it privately.

If a student misses two (2) classes in the same course, the student will
automatically receive a grade of X and will have to repeat the course. The tuition
for the repeated course will be the same as the other students in the new group.
There are three exceptions to this policy: (1) written verification from an
accepted** official medical source that a personal medical situation (such as
hospitalization) was the cause of ALL absences, or (2) written verification from
an official military source that required military duty was the cause of ALL
absences, or (3) written verification a work conflict by the student’s employer.
Students absent under any of these exceptions will be required to repeat the
entire course without incurring an additional tuition charge.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033

The only grades that facilitating instructors are allowed to issue are: A, A-, B+, B,
B-, C+, C, C-, D+, D, F, I, and X. Under the above situations, the grade of X will
be issued until the course requirements are satisfied. To receive a grade of I, the
student must petition the Associate Vice President for Graduate and Adult
Education prior to the last date of the course. The grade of I will not be issued to
students receiving Veterans’ Administration benefits due to specific Veterans’
Administration regulations.

The Associate Vice President for Graduate and Adult Education shall determine
what is acceptable for the above-defined withdrawals.
TARDINESS POLICY
The Adult and Graduate Studies policy on class tardiness (which includes late
arrivals and early departures) is related to the class attendance policy and is
influenced by two significant factors. Due to the accelerated nature of the
program, tardiness for a class may seriously jeopardize the student’s learning
and success. Tardiness is viewed as disruptive to both the facilitating instructor
and other class members.
Due to the reduced class time in the Adult and Graduate Studies program,
attending class, in its entirety, is mandatory. Therefore, facilitating instructors will
comply with the following tardiness policy:
The following scale (see final grading scale) will be used for missed
portions of a class session (this includes both late arrivals and early
departures):
1 to 30 minutes
31 to 60 minutes
61 to 90 minutes
91 to 100 minutes
After 120 minutes
-
1% drop in the final grade for the course
2% drop in the final grade for the course
3% drop in the final grade for the course
4% drop in the final grade for the course
5% drop in the final grade for the course and this
will be treated as an absence for the class session
And
Tardiness may result in the lack of credit for certain types of missed inclass activities.
Copyright © 2004 Mount Vernon Nazarene University
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Syllabus – MAN 6033
FINAL GRADING POLICY
A
AB+
B
BC+
C
CD+
D
F
=
=
=
=
=
=
=
=
=
=
=
93
90
87
83
80
77
73
70
67
60
0
- <100%
- <93%
- <90%
- <87%
- <83%
- <80%
- <77%
- <73%
- <70%
- <67%
- <60%
Copyright © 2004 Mount Vernon Nazarene University
325.5
315
304.5
290.5
280
269.5
255.5
245
234.5
210
0
-
22
350
325.4
314
304.4
290.4
279
269.4
255.4
244
234.4
209
points
points
points
points
points
points
points
points
points
points
points
Syllabus – MAN 6033
RECOMMENDED READING
Aburdene, P. & Naisbitt, J. (1992). Megatrends for women. New York: Villard
Books.
Adler, M. J. (1980). Aristotle for everybody. New York: Macmillan.
Anderson, T. D. (1992). Transforming leadership: New skills for an
extraordinary future. Amherst, MA: Human Resource Development
Press.
Ashkenas, R., Ulrich, D., Jick, T.,& Kerr, S. (1995). The boundaryless
organization. San Francisco: Jossey-Bass.
Astin, H. S. & Leland, C. (1991). Women of influence, women of vision: A crossgenerational study of leaders and social change. San Francisco: JosseyBass.
Bass, B. M. (1990). Bass & Stogdill's handbook of leadership: Theory, research,
& managerial applications (3rd ed.).. New York: The Free Press.
Bass, B. M. (1981). Stogdill's Handbook of leadership: A survey of theory and
research, revised and expanded edition. New York: The Free Press.
Belasco, J. A. & Stayer, R. C. (1993). Flight of the buffalo. New York: Warner
Books.
Bennis, W. (1989). On becoming a leader. Reading, MA: Addison-Wesley.
Bennis, W. (1989). Why leaders can't lead: The unconscious conspiracy
continues. San Francisco: Jossey-Bass.
Bolman, L. G. & Deal, T. E. (1995). Leading with soul: An uncommon journey of
spirit. San Francisco: Jossey-Bass.
Boone, M. E. (1993). Leadership and the computer. Rocklin, CA: Prima.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Cobb Kreisberg, J. (1995, June). An obscure Jesuit priest, Pierre Teilhard de
Chardin, set down the philosophical framework for planetary, net-based
consciousness 50 years ago. Wired, pp 108-113.
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Syllabus – MAN 6033
Conger, J. A. (1992). Learning to lead: The art of transforming managers into
leaders. San Francisco: Jossey-Bass.
Conger, J. A. (1994). Spirit at work: Discovering the spirituality in leadership.
San Francisco: Jossey-Bass.
Covey, S. R. (1991). Principle-centered leadership. New York: Summit Books.
Covey, S. R. (1989). The 7 habits of highly effective people. New York: Simon
& Schuster.
Deutsch, M. (1985). Distributive justice. New Haven: Yale University Press.
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Books.
Gardner, J. W. (1990). On leadership. New York: The Free Press.
Hawking, S. (1990). A brief history of time: From the big bang to back holes.
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Hawley, J. (1993). Reawakening the spirit of work: The power of dynamic
management. San Francisco: Berrett-Koehler.
Helgesen, S. (1990). The female advantage: Women's ways of leadership. New
York: Doubleday
Jones, L. B. (1995). Jesus CEO: Using ancient wisdom for visionary leadership.
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Kanter, R. M. (1983). The change masters: Innovation and entrepreneurship in
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Kotter, J. P. (1990). A force for change: How leadership differs from
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Kouzes, J. M., & Posner, B. Z. (1995). The leadership challenge. San
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Kouzes, J. M, & Posner, B. Z. (2003). The leadership challenge workbook. San
Francisco: Jossey-Bass.
Miles, R. H. (1997). Leading corporate transformation. San Francisco: JosseyBass.
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Syllabus – MAN 6033
Morrison, A. M. (1992). The new leaders: Guidelines on leadership diversity in
America. San Francisco: Jossey-Bass.
Nanus, B. (1992). Visionary leadership. San Francisco: Jossey-Bass.
Nichols, M. P. (1995). The lost art of listening. New York: The Guilford Press.
Noer, D. M. (1997). Breaking free: A prescription for personal and
organizational change. San Francisco: Jossey-Bass.
Oakley, E. & Krug, D. (1991). Enlightened leadership: Getting to the heart of
change. New York: Simon & Schuster.
Peters, T. (1987). Thriving on chaos: Handbook for a management revolution.
New York: Harper and Row.
Peters, T. and Austin, N. (1986). A passion for excellence. New York: Warner
Books.
Phillips, D. T. (1992). Lincoln on leadership. New York: Warner Books.
Quinn, R. E. (1996). Deep change: Developing the leader within. San
Francisco: Jossey-Bass
Ramey, D. A. (1991). Empowering leaders. Kansas City: Sheed & Ward.
Rost, J. C. (1991). Leadership for the twenty-first century. New York: Praeger.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning
organization. New York: Doubleday.
Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school
improvement. San Francisco: Jossey-Bass.
Terry, R. W. (1993). Authentic leadership: Courage in action. San Francisco:
Jossey-Bass.
Vroom, V. H., & Jago, A. G. (1988). The new leadership: Managing participation
in organizations. Englewood Cliffs, NJ: Prentice Hall.
West, C. (1993). Race matters. Beacon Press.
Wilson, J. Q. (1993). The moral sense. The Free Press: Macmillan.
Wheately, M. J. (1992). Leadership and the new science: Learning about
organization from an orderly universe. San Francisco: Berrett-Koehler.
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Syllabus – MAN 6033
Wheatley, M. J., & Kellner-Rogers, M. (1996) A simpler way. San Francisco:
Berrett-Koehler.
Yukl, G. A. (1989). Leadership in organizations. Englewood Cliffs, New Jersey:
Prentice Hall.
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