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.
Master of Science in Management (MSM)
Adult and Graduate Studies
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
COURSE OVERVIEW
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, and 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.
Week One
Overview of Course
Leadership Defined
Trait Approach in Leadership
Week Two
Skills Approach in Leadership
Style Approach in Leadership
Situational Approach in Leadership
Week Three
Contingency Theory in Leadership
Path-Goal Theory in Leadership
Leader-Member Exchange Theory in Leadership
Week Four
Transformational Leadership
Team Leadership
Psychodynamic Approach in Leadership
Week Five
Analysis of Experienced Leadership
Week Six
Leadership Development Action Plan
Women and Leadership
Leadership Ethics
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CLASS FORMAT
This class is designed as a graduate level course exploring the foundations of
leadership. The discipline of leadership is an emerging area. A blend of theory as
well as approaches will be studied to gain a better understanding of this field.
The expectation for this class is that each student will complete the assigned
readings and written assignments prior to the deadline for each class session.
The quality of the class time is greatly diminished when assignments are
incomplete. The facilitating instructor reserves the right to reduce the final grade
for this course if incomplete assignments hinder the class sessions.
The expectation for the facilitating instructor is to be prepared for each class
session, to have written assignments graded in a timely manner, and to create a
learning environment in which students are motivated to do research and apply
leadership skills to the real world. If both expectations are fulfilled, this course will
be a value to the professional in the business world.
DISCUSSIONS & PARTICIPATION
Since this course does not have tests, participation in class is expected.
Participation does not include:
 Sleeping
 Listening to music
 Reading (even the textbook—except for note taking)
 Writing anything not pertaining to this course
 Talking
 Etc.
Lack of participation will negatively impact your final grade for this course.
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Syllabus – ORM 6003
COURSE OBJECTIVES
1. To foster the ability to understand the contrast between management and leadership
within an organization.
2. To develop competent professionals to serve organizations by utilizing leadership
skills.
3. To explore through professional practice the ramifications and implications of
emerging paradigms of leadership and leadership development.
4. To identify and analyze future trends and issues related to the functions and roles of
practicing leaders within the student's workplace organization.
5. To develop a strategic leadership action plan to address a specific leadership need
within the student's workplace organization.
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Syllabus – ORM 6003
TEXTS & REQUIRED READING
TEXTBOOKS
Hughes, K. (2003). APA style guidelines. Mount Vernon, OH: Mount Vernon
Nazarene University.
Northouse, P. G. (2004). Leadership: Theory and practice (3rd ed.). Thousand
Oaks, CA: Sage Publications.
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HOW TO DOWNLOAD ARTICLES FROM THE LIBRARY’S OHIOLINK DATABASE
1. Go to the MVNU library web page at http://library.mvnu.edu/.
2. Students have two basic options to access articles:
a. Option 1: Under “OhioLINK Databases,” click “Journal Articles.”
i.
Scroll down the OhioLINK Research Databases page to find an appropriate
database.
Some recommended business databases include:
o Business Source Premier
o Business & Industry
o Business & Management Practices
o LexisNexis Academic
b. Option 2: Under “OhioLINK Databases,” click “OhioLINK Electronic Journal
Finder.” The EJF indexes several business, management and finance journals
and all are full text.
3. If you are on campus, click on your selected database for immediate access.
4. If you are off campus, click on “**Off Campus Access**.” You will go through two
authentication screens.
a. At the Institution Selection Form, use the drop-down menu to select “Mount
Vernon Nazarene University,” then click “Submit,”
b. At the OhioLINK Authorization Form, enter your name (last name followed by first
name) and your MVNU student ID number, then click “Submit.”
5. At the search page, you may search by topic, journal, or full title of the article. Fill in
the standard search criteria in the box marked “Find” and then click “Search.”
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Syllabus – ORM 6003
WEEK ONE
CLASS LEARNING OUTCOMES
1. Students should be able to define leadership.
2. The distinction between management and leadership should be clearly
understood.
3. Students should be enlightened regarding the trait approach toward
leadership. This will be examined by an in-class writing assignment related to
a trait approach case study.
ASSIGNMENTS DUE
1. HWA 1-1 Read Northouse Chapter 1: Introduction
2. HWA 1-2 Read Northouse Chapter 2: Trait Approach
3. HWA 1-3 Identify Three Leaders
Purpose: The purpose of this assignment is to identify three leaders whose
work you have personally experienced. Leaders can be drawn from
sources such as personal, business, education, non-profit, etc.
From this assignment, one leader will be selected as the subject for
the HWA 5-2 Interview and Analysis of a Leader Project.
Grade:
None—however, this assignment should be taken seriously; this
will be the foundation for the HWA 5-2 Interview and Analysis of a
Leader Project.
Instructions: First, select three leaders (review Purpose section above).
Second, write a summary for each leader. The summary should
include (a) biographical information, (b) context/venue of
expressed leadership, and (c) your connection to the leader.
Third, be prepared to discuss this assignment during the class
session for Week One. Fourth, bring a copy of this assignment
to submit to the facilitating instructor.
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CLASS SESSION OUTLINE
From an educational philosophy perspective, the purpose of the first night is to
ensure that all students understand what is required in a graduate level course in
terms of the reading, writing, and oral assignments. It is also to establish a review of
pertinent management topics for this course.

Devotions

Introduction of the Facilitating Instructor

Review the Syllabus

Chapter 1: Introduction

Chapter 2: Trait Approach

Leadership Trait Questionnaire (LTQ)

ICA 1-1 In-Class Writing Assignment Over Case Study 2.2
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Syllabus – ORM 6003
WEEK TWO
CLASS LEARNING OUTCOMES
1. Based on an in-class skills inventory exercise, students should be able to
identify their leadership skills.
2. Students should be able to explain the concepts of the style approach in
leadership. Two in-class exercises will give opportunities to develop
understanding in the style approach to leadership.
3. Students will understand the basic process of the situational approach to
leadership through in-class discussion.
ASSIGNMENTS DUE
1. HWA 2-1 Read Northouse Chapter 3: Skills Approach
2. HWA 2-2 Read Northouse Chapter 4: Style Approach
3. HWA 2-3 Read Northouse Chapter 5: Situational Approach
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Syllabus – ORM 6003
CLASS SESSION OUTLINE

Devotions

Chapter 3: Skills Approach

ICA 2-1: Skills Inventory

Chapter 4: Style Approach

ICA 2-2: Style Questionnaire

ICA 2-3: In-Class Writing Assignment Over Case Study 4.3

Chapter 5: Situational Approach
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
WEEK THREE
CLASS LEARNING OUTCOMES
1. Students will gain insight into the contingency theory of leadership through
participation in the Least Preferred Co-Worker (LPC) Measure exercise.
2. By exploring a case study and participating in an in-class exercise, students
will gain an understanding of the path-goal theory of leadership.
3. Through in-class discussion, students will be able to identify the key
components of the leader-member exchange (LMX) theory.
ASSIGNMENTS DUE
1. HWA 3-1 Read Northouse Chapter 6: Contingency Theory
2. HWA 3-2 Read Northouse Chapter 7: Path-Goal Theory
3. HWA 3-3 Read Northouse Chapter 8: Leader-Member Exchange Theory
4. HWA 3-4 Interview
Conduct the interview of the selected subject for the HWA 5-2 Interview
and Analysis of a Leader Project. See details under the HWA 5-2
instructions for interviewing.
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Syllabus – ORM 6003
CLASS SESSION OUTLINE

Devotions

Chapter 6: Contingency Theory

ICA 3-1: Least Preferred Coworker (LPC) Measure

Chapter 7: Path-Goal Theory

ICA 3-2: Path-Goal Questionnaire

ICA 3-3: In-Class Writing Assignment Over Case Study 7.3

Chapter 8: Leader-Member Exchange (LMX) Theory

ICA 3-4: Review of HWA 3-4 Interview Assignment
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Syllabus – ORM 6003
WEEK FOUR
CLASS LEARNING OUTCOMES
1. Every individual will understand key components of transformational
leadership through two in-class activities.
2. The concepts of team leadership will be understood through discussion.
3. The participation in a psychodynamic approach survey will allow students to
gain insight into this approach in leadership studies.
ASSIGNMENTS DUE
1. HWA 4-1 Read Northouse Chapter 9: Transformational Leadership
2. HWA 4-2 Read Northouse Chapter 10: Team Leadership
3. HWA 4-3 Read Northouse Chapter 11: Psychodynamic Approach
4. HWA 4-4 Write a COMPLETE draft of the HWA 5-2 Interview and Analysis of
a Leader Project assignment. Bring your COMPLETE draft to the class
session for Week Four.
Important Note: Students who do not bring their COMPLETE draft to class will
be viewed as not fully participating in the class session.
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Syllabus – ORM 6003
CLASS SESSION OUTLINE

Devotions

Chapter 9: Transformational Leadership

ICA 4-1: Multifactor Leadership Questionnaire (MLQ) Form 6S

ICA 4-2: In-Class Writing Assignment Over Case Study 9.3

Chapter 10: Team Leadership

Chapter 11: Psychodynamic Approach

ICA 4-3: Psychodynamic Approach Survey

ICA 4-4: Review of HWA 4-4 Draft of HWA 5-2
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Syllabus – ORM 6003
WEEK FIVE
CLASS LEARNING OUTCOMES
1. Students will gain experience in analyzing leadership qualities by conducting
an in-depth analysis of an experienced leader.
ASSIGNMENTS DUE
1. HWA 5-1 Write a COMPLETE draft of the HWA 6-3 Leadership Development
Action Plan. Bring your COMPLETE draft to the class session for Week Five.
Important Note: Students who do not bring their COMPLETE draft to class will
be viewed as not fully participating in the class session.
2. HWA 5-2 Interview and Analysis of a Leader Project
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Syllabus – ORM 6003
CLASS SESSION OUTLINE

Devotions

ICA 5-1: In-Class Presentation of HWA 5-2 Interview and Analysis of a Leader
Project
The facilitating instructor will assign the minimum length of this presentation
based on the number of students enrolled in this course. The presentation is
worth up to 100 possible points based on (a) assignment minimum length, (b)
quality of PowerPoint presentation, (c) quality of handouts and/or props, and (d)
communication skills. Communication skills include (a) posture, (b) professional
dress, (c) eye contact, and (d) evidence of preparation and organization of
material.

ICA 5-2: Review of HWA 6-3 Leadership Development Action Plan
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Syllabus – ORM 6003
WEEK SIX
CLASS LEARNING OUTCOMES
1. Students will develop their own leadership skills by creating a leadership
development action plan.
2. Two in-class exercises will provide opportunities for students to expand their
awareness of gender issues related to leadership—specifically women and
leadership.
3. An in-class exercise and discussion will contribute to students’ understanding
of how ethics is a foundational component of leadership.
ASSIGNMENTS DUE
1. HWA 6-1 Read Northouse Chapter 12: Women and Leadership
2. HWA 6-2 Read Northouse Chapter 13: Leadership Ethics
3. HWA 6-3 Leadership Development Action Plan
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Syllabus – ORM 6003
CLASS SESSION OUTLINE

Devotions

Chapter 12: Women and Leadership

ICA 6-1: Gender Consciousness Questionnaire

ICA 6-2: In-Class Writing Assignment Over Case Study 12.1

Chapter 13: Leadership Ethics

ICA 6-3: Perceived Leader Integrity Scale (PLIS)

ICA 6-4: Sharing the HWA 6-3 Leadership Development Action Plan (LDAP)

End-of-Course Survey
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Syllabus – ORM 6003
METHOD OF EVALUATION
ICA 1-1
In-Class Writing Assignment Over Case Study 2.2
20 possible points
ICA 2-3
In-Class Writing Assignment Over Case Study 4.3
20 possible points
ICA 3-3
In-Class Writing Assignment Over Case Study 7.3
20 possible points
ICA 4-2
In-Class Writing Assignment Over Case Study 9.3
20 possible points
ICA 5-1
In-Class Presentation of HWA 5-2 Interview and
Analysis of a Leader Project
100 possible points
In-Class Writing Assignment Over Case Study 12.1
20 possible points
ICA 6-2
HWA 5-2 Interview and Analysis of a Leader Project
400 possible points
HWA 6-3 Leadership Development Action Plan
400 possible points
This course has a maximum total of 1,000 points. Extra credit is not allowed in this
course. The final grade will be based on the total points earned.
Note about discussion and participation: Lack of participation will negatively impact your
final grade for this course.
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
ASSIGNMENT GUIDELINES
This section includes assignments (homework and in-class) that have a grade.
HWA 1-3 Identify Three Leaders
Purpose: The purpose of this assignment is to identify three leaders whose work
you have personally experienced. Leaders can be drawn from sources
such as personal, business, education, non-profit, etc. From this
assignment, one leader will be selected as the subject for the HWA 5-2
Interview and Analysis of a Leader Project.
Grade: None—however, this assignment should be taken seriously; this will be
the foundation for the HWA 5-2 Interview and Analysis of a Leader
Project.
Instructions: First, select three leaders (review Purpose section above). Second,
write a summary for each leader. The summary should include (a)
biographical information, (b) context/venue of expressed leadership, and
(c) your connection to the leader. Third, be prepared to discuss this
assignment during the class session for Week One. Fourth, bring a copy
of this assignment to submit to the facilitating instructor.
ICA 1-1 In-Class Writing Assignment Over Case Study 2.2
Grade: This assignment is worth a maximum of 20 points.
Content (maximum of 20 points): The quality of the concepts and analysis
presented is the focus of the grade for this assignment.
Instructions: Read Case Study 2.2 on pages 26-28 in Northouse (2004). On
paper, write out the questions and your answers to the questions listed at the end
of this case study.
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
ICA 2-3 In-Class Writing Assignment Over Case Study 4.3
Grade: This assignment is worth a maximum of 20 points.
Content (maximum of 20 points): The quality of the concepts and analysis
presented is the focus of the grade for this assignment.
Instructions: Read Case Study 4.3 on pages 79-80 in Northouse (2004). On
paper, write out the questions and your answers to the questions listed at the end
of this case study.
ICA 3-3 In-Class Writing Assignment Over Case Study 7.3
Grade: This assignment is worth a maximum of 20 points.
Content (maximum of 20 points): The quality of the concepts and analysis
presented is the focus of the grade for this assignment.
Instructions: Read Case Study 7.3 on pages 138-140 in Northouse (2004). On
paper, write out the questions and your answers to the questions listed at the end
of this case study.
ICA 4-2 In-Class Writing Assignment Over Case Study 9.3
Grade: This assignment is worth a maximum of 20 points.
Content (maximum of 20 points): The quality of the concepts and analysis
presented is the focus of the grade for this assignment.
Instructions: Read Case Study 9.3 on pages 192-194 in Northouse (2004). On
paper, write out the questions and your answers to the questions listed at the end
of this case study.
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
HWA 5-2 Interview and Analysis of a Leader Project
Purpose: The purpose of this assignment is to gain leadership insight first-hand
from a successful leader.
Grade: This assignment is worth a maximum of 400 points.
APA Format (maximum of 50 points): This includes: (a) using the
appropriate headings/sections and format as illustrated in the layout
instructions; (b) citing and listing sources in APA format; (c) using third
person.
Content (maximum of 300 points): This includes the quality of the work in
each section of this assignment. Length: In addition to the title page,
abstract page, references page, and appendixes, the heart of the paper
must be AT LEAST 10 full pages
Grammar, Spelling and Sentence Structure (maximum of 50 points): As a
graduate student, this is self-explanatory. Common problems in this area
are (a) incomplete sentences, (b) writing paragraphs with less than two
sentences, (c) using first person instead of third person, (d) flow of ideas,
and (e) transitions between paragraphs. One suggestion for improving
your writing is to read it out loud to yourself. Often you can detect "flow"
and "transition" problems this way.
Instructions: First, select an individual who has been a leader—one who has
successfully led change and/or movement within an organization. Second,
create a list of questions to ask the leader about leadership. Third,
conduct a live interview with the individual. Make an audio recording of the
interview(s). Fourth, write a report using the format listed below. Fifth, give
an oral presentation during the class session for Week Five using
Microsoft PowerPoint. Prepare a handout to distribute to each member of
the class (including the instructor). In this handout, give a brief summary of
the selected individual.
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
Interview and Analysis of a Leader Project Layout
Title Page
Abstract Page
Title
Background of Leader
Short Biography
Education
Work Experience
Leadership Experience
Interview
Question/Item One
Question/Item Two
Question/Item Three
Question/Item Four
Question/Item …
Analysis of Leader
Application of Insights
References
Appendixes
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Syllabus – ORM 6003
Interview and Analysis of a Leader Layout Descriptions
Title
Background of Leader
Short Biography
Education
Work Experience
Leadership Experience
Interview
Question/Item One
Question/Item...
Analysis of Leader
Copyright © 2005 Mount Vernon Nazarene University
Use standard APA format for placing title
at the beginning of the body of text.
This is a heading only.
Within this section, give a brief biography
of the leader. Other than education and
work, include items/events that might
have been influential to her/his
development as a leader.
Present the educational background of
the leader. This includes degrees as well
as the type of educational experiences
(such as rural versus urban schooling).
Present in great detail the work
experience of the leader. Discuss how
the various work experiences shaped the
leader.
In this section, discuss the leadership
experience that caused you to choose
this individual for this project. Describe in
great detail the experience as well as the
individual’s role as a leader.
This is a heading only.
Create a heading for each question/item
that is covered in the interview process
with the leader. This is not a “transcript,”
but rather a summary of the response to
each question/item discussed during the
interview process. Use direct quotes
sparingly.
Within this section, provide an analysis of
the leader. Blend in the biography,
education, work experience, leadership
experience, and the answer/discussion
to each question/item of the interview
process. Answer the questions, “Why
was this individual effective as a leader?”
and, “What traits or actions allowed this
individual to ‘lead?’”
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Syllabus – ORM 6003
Application of Insights
References
Appendixes
This purpose of this project is not only to
learn how this individual leads, but also
to learn ways to apply those leadership
traits/actions/skills within your own
professional life. Identify and describe at
least two items that you plan to
incorporate within your life based on
what you learned in this process.
Not required. However, if you do cite
sources within this paper, use standard
APA format for listing sources and citing
them within the body of the paper.
Not required.
ICA 5-1: In-class Presentation of HWA 5-2 Interview and Analysis of a Leader
Project
The facilitating instructor will assign the minimum length of this presentation
based on the enrollment in this course.
The presentation is worth up to 100 possible points based on:
(a) Assignment minimum length
(b) Quality of PowerPoint presentation
(c) Quality of handouts and/or props
(d) Communication skills
Communication skills include:
(a) Posture
(b) Professional dress
(c) Eye contact
(d) Evidence of preparation and organization of material
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
HWA 6-3 Leadership Development Action Plan
Purpose: There are three primary purposes to this assignment. First, using tools
from Northouse (2004), analyze your leadership style. The analysis should
include both strengths and weaknesses. Second, identify a situation that
needs leadership. This can be a brand new situation in which you have
never provided leadership or it can be a situation that is currently under
your influence, but in which you desire to improve your leadership skills.
Third, create a plan of action to develop your leadership skills within the
identified situation.
Grade: This assignment is worth a maximum of 400 points.
APA Format (maximum of 50 points): This includes: (a) using the
appropriate headings/sections and format as illustrated in the layout
instructions; (b) citing and listing sources in APA format; (c) using third
person.
Content (maximum of 300 points): This includes the quality of the work in
each section of this assignment. Length: In addition to the title page,
abstract page, references page, and appendixes, the heart of the paper
must be AT LEAST 20 full pages
Grammar, Spelling and Sentence Structure (maximum of 50 points): As a
graduate student, this is self-explanatory. Common problems in this area
are (a) incomplete sentences, (b) writing paragraphs with less than two
sentences, (c) using first person instead of third person, (d) flow of ideas,
and (e) transitions between paragraphs. One suggestion for improving
your writing is to read it out loud to yourself. Often you can detect "flow"
and "transition" problems this way.
Instructions: First, identify a specific situation that needs leadership within a
specific organization (preferably your workplace). Second, complete at
least five leadership analyses from the selection provided within the
textbook (Northouse, 2004). Third, create a leadership development action
plan to (a) address the identified situation and to (b) improve/develop your
leadership skills.
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
Leadership Development Action Plan Layout
Title Page
Abstract Page
Title
Analysis of Leader
Analysis One
Analysis Two
Analysis Three
Analysis Four
Analysis Five
Summary of Analyses
Situation
Organization
History
Challenge
Leadership Development Action Plan
Implementation Timeline
Expected Outcomes
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
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Syllabus – ORM 6003
Leadership Development Action Plan Layout Descriptions
Title
Analysis of Leader
Analysis One – Five
Summary of Analyses
Situation
Organization
History
Challenge
Leadership Development Action Plan
Implementation Timeline
Expected Outcomes
Copyright © 2005 Mount Vernon Nazarene University
Use standard APA format for placing title
in the beginning of the body of text.
This is a heading only.
Northouse (2004) has provided several
opportunities to analyze your leadership
skills, styles, temperament, etc. Select
five of these analyses and present the
outcomes and interpretations. In
addition, discuss what you need to do to
become a more effective leader.
Summarize the findings of the five
analyses. What does the combination
illustrate about your leadership?
This is a heading only.
Identify the name and type of
organization in which you are going to
develop your leadership.
Describe and discuss your history with
this organization.
Identify, describe, and discuss the
challenge that will be used to help
develop your leadership. The leadership
development action plan will be designed
to successfully meet the challenge.
This is the heart of this project. Based on
the analyses, the organization, and the
challenge, develop your leadership by
creating an action plan that will not only
resolve the challenge, but will develop
your leadership skills in the process.
It is strongly recommended that you
bring in ideas from other leadership
sources besides the textbook.
Present a timeline for implementing the
leadership development action plan. List
and describe steps and give approximate
dates for implementation.
Briefly describe the expected outcomes if
the leadership development action plan
is successfully implemented.
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Syllabus – ORM 6003
First, review note in the “Leadership
Development Action Plan” section.
References
Appendix A – E
Not required. However, if you do cite
sources within this paper, use standard
APA format for listing sources and citing
them within the body of the paper.
Create an appendix for each analysis
that is used in “Analysis One,” “Analysis
Two,” etc. Remember to refer to the
appropriate appendix within the body of
the paper when discussing a specific
analysis.
ICA 6-2 In-Class Writing Assignment Over Case Study 12.1
Grade: This assignment is worth a maximum of 20 points.
Content (maximum of 20 points): The quality of the concepts and analysis
presented is the focus of the grade for this assignment.
Instructions: Read Case Study 12.1 on pages 285-286 in Northouse (2004). On
paper, write out the questions and your answers to the questions listed at the end
of this case study.
Copyright © 2005 Mount Vernon Nazarene University
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Syllabus – ORM 6003
FINAL GRADING POLICY
This course has a maximum total of 1,000 points. Extra credit is not allowed in this
course. The final grade will be based on the total points earned.
Point Range
930-1,000
900-929
870-899
830-869
800-829
770-799
730-769
700-729
670-699
600-669
0-599
Final Letter Grade Awarded
A
AB+
B
BC+
C
CD+
D
F
ATTENDANCE POLICY
See Student Handbook at http://www.mvnu.edu/ags/undergrad/bba-handbook.html
TARDINESS POLICY
See Student Handbook at http://www.mvnu.edu/ags/undergrad/bba-handbook.html
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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
cross-generational study of leaders and social change. San Francisco:
Jossey-Bass.
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.
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Conger, J. A. (1992). Learning to lead: The art of transforming managers into
leaders. San Francisco: Jossey-Bass.
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Syllabus – ORM 6003
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
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Deutsch, M. (1985). Distributive justice. New Haven: Yale University Press.
Gardner, H. (1995). Leading minds: An anatomy of leadership. New York: Basic
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Gardner, J. W. (1990). On leadership. New York: The Free Press.
Hawking, S. (1990). A brief history of time: From the big bang to black holes.
New York: Bantam Books.
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.
New York: Hyperion.
Kanter, R. M. (1983). The change masters: Innovation and entrepreneurship in
the American corporation. New York: A Touchstone Book.
Kotter, J. P. (1990). A force for change: How leadership differs from
management. New York: The Free Press.
Kouze, J. M., & Posner, B. A. (1993). Credibility: How leaders gain and lose it,
why people demand it. San Francisco: Jossey-Bass Publishers.
Kouzes, J. M., & Posner, B. Z. (1995). The leadership challenge. San
Francisco: Jossey-Bass.
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 – ORM 6003
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. (1982). In search of excellence: Lessons from America’s best-run
companies. New York: Harper & Row.
Peters, T. (1987). Thriving on chaos: Handbook for a management revolution.
New York: Harper and Row.
Peters, T., & 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.
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Syllabus – ORM 6003
Wheately, M. J. (1992). Leadership and the new science: Learning about
organization from an orderly universe. San Francisco: Berrett-Koehler.
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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Syllabus – ORM 6003
RECOMMENDED WEBSITES
Advancing Women in Leadership Online Journal
http://www.advancingwomen.com/awl/awl.html
Association for Supervision and Curriculum Development: Educational Leadership
http://www.ascd.org/portal/site/ascd/menuitem.a4dbd0f2c4f9b94cdeb3ffdb62108a0c/
Center for Creative Leadership
http://www.ccl.org/CCLCommerce/index.aspx
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