ML513: Syllabus
Fall, 2012
9/24-12/7
Intensive Week, Oct. 22-26
Mark W. McCloskey, M.Div., Ph.D.
Bethel Seminary
e-mail: mmcclo1@aol.com
INTRODUCTION TO TRANSFORMATIONAL LEADERSHIP
COURSE DESCRIPTION:
This course presents, examines and seeks to apply a broad range of information crucial to
leadership effectiveness. Leadership theory will be explored from diverse theoretical traditions,
and a model for transformational leadership will be presented and applied to a variety of ministry
settings, as well as settings beyond ministry.
COURSE FORMAT
This course will be conducted in a reflective, seminar-discussion format. While traditional
lectures will be utilized, a majority of class time will be spent in dialogue, group discussion, and
examination of biblical and other cases. The learner is asked to bring his or her personal
experience to the class as a “live case.” The instructor will pose leadership issues and questions,
facilitate group discussions, introduce selected resources, and coordinate class exercises.
Students will contribute to the class by asking questions, and offering insights and analysis of
leadership theory and practice based on the assigned readings and life experience.
Because transformational leadership is an interdisciplinary subject, special attention will be
given to integrating information from The Center for Biblical and Theological Foundations, as
well as The Center for Spiritual and Personal Formation.
LEARNER OUTCOMES: By the end of this course, the student should be able to:
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10.
Critically examine the nature and development of transformational leadership theory
practice.
Address the similarities and differences between a biblical approach to leadership and
contemporary literature on leadership not written from an explicitly biblical perspective.
Articulate with conceptual clarity and biblical insight, the relationships, roles,
responsibilities, and results of transformational leadership.
Utilize a vocabulary to discuss transformational leadership in light of the Bible and
contemporary literature.
Begin to develop a personal theology and philosophy of transformational leadership.
Articulate the distinction between leadership and management, while valuing both.
Manifest a growing appreciation for your present capacity (strengths and limitations) to
provide transformational leadership in a variety of settings.
Design, develop and begin to implement a plan for continuing development as a
transformational leader.
Begin to use research and reference tools to further your life-long learning in the area of
leadership formation and practice.
ML513: Syllabus
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REQUIRED TEXTBOOKS: There are three textbooks required for all students in the course.
Cloud, Henry. Integrity: the courage to meet the demands of reality. New York: Perennial,
2006. ISBN: 978-0-06-084969-6.
Ford, Leighton. Transforming Leadership. Downers Grove: InterVarsity, 1992. ISBN:
0-8308-1652-6.
Northouse, Peter. Leadership: Theory and Practice. 5th Edition. Thousand Oaks, CA: Sage,
2010. ISBN: 1412974887.
Wren, J. Thomas. Leader’s Companion. New York: Free Press, 1995. ISBN: 0028740812
REQUIRED ARTICLES & COURSE MATERIAL: These articles are required readings for students.
Collins, Jim. (2001). “Level 5 Leadership: The Triumph of Humility and Fierce Resolve.”
Harvard Business Review (January) 66-76. [Please obtain a copy through the “Business
Source Premier” database in our library]
Goleman, Daniel. (1998). “What Makes a Leader.” Harvard Business Review, (Nov-Dec) 92102. [Please obtain a copy through the “Business Source Premier” database in our library]
Kotter, John. (1995). “Leading Change: Why Transformation Efforts Fail.” Harvard Business
Review, (Mar/Apr) 59-67. [Please obtain a copy through the “Business Source Premier”
database in our library]
McCloskey, Mark. “Fourteen Theological Affirmations” [Available on Moodle]
McCloskey, Mark. “Virtue as a Foundational Element in Global Business Education” [Available
on Moodle]
McCloskey, Mark. “The 4-R Model of Leadership: A Virtue-based Curricular Model…”
[Available on Moodle]
ASSIGNMENTS:
All weekly reading assignments are posted on Moodle
Class Participation and Discussion Forums
It is assumed that all assigned readings have been carefully processed before class, and that
the learner will come to class prepared to ask questions and contribute insights based on the
readings, as well as his or her leadership-oriented experiences during the week.
Learners will participate in two Discussion Forums during the course. The first is scheduled
for Week # 2, and the second for Week # 3. Learners will contribute two postings to the
Discussion Forum, the first no later than Tuesday at 5 PM Central Time, the second no later
than Thursday at 5 PM for both weeks. At a minimum, learners will respond once to the
instructor's initial posting with a posting of at least 50 words, and a second time in response
to another learner in each of the discussion forums with a posting of at least 50 words. In
other words, each learner will make at least two substantive postings for each of the two
Discussion Forums. A substantive posting is one which (1) thoughtfully engages the
instructor’s initial posting and the posting of another learner, and (2) integrates relevant,
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assigned course readings. A posting of “Great idea” or “Yes, I agree” is not considered
substantive. A posting that does not integrate relevant, assigned readings is also not
substantive. Please make all posts within the forum's designated deadlines. Posting after the
forum has ended (after Thursday) is a bit like showing up for class discussion once the
classroom is empty.
1.
Graded Assignment # 1: Course Exam
A course exam will be administered on Friday, October 26, which is the last day of the first
intensive week. The exam will cover all lecture material and reading; a study guide will be
provided during the intensive week, and preparatory quizzes will be administered
throughout the intensive week.
2.
Graded Assignment # 2: Personal Leadership Development Plan
Personal Leadership Development Plan – In light of the class readings, lectures,
discussions and your ministry context, design a plan for your lifelong development as a
Christ-centered, Spirit-filled, biblically informed leader. Though this is a graded
assignment, this plan is for you, not me. It is critical that you make this as comprehensive
and clear as you can because it will be referred to throughout the program, and, hopefully for
at least the next five years of your development. The plan will include:
o An assessment of your present strengths and weaknesses as a Christ-centered leader
o Your Top Ten lifelong leadership questions. These questions should reside at the
intersection of your personal and ministry/professional aspirations. These questions
should be specific and not theoretical.
o Well-crafted personal goals based on your assessment and questions
o Reasonable action steps related to your goals
o A list of the top ten leadership resources which you plan to utilize in the next one to
three years or beyond (e.g., mentors, books, tapes, psychometric tools, web sites,
articles, etc.).
In light of class readings, discussions and my context, address the following. (This
should also reflect the structure of your paper)
1. Self-Assessment--a self-assessment of your strengths and development areas as a leader.
Cite specific examples to support your conclusions. Please use the framework of the 4-R
model, addressing each “R” and each aspect of each “R” (remember to include an
analysis of DICE+1 as part of Relationships). Integrate your any or all of the assessments
you have taken at Bethel Seminary, especially the StrengthsFinder. Results, and your
ability to get results are a key part of this assessment. Be sure to comment on your ability
to serve as a catalyst to “make things happen in the power of the Holy Spirit.”
2. Top Ten Questions—these should tie specifically to your strengths and development
areas identified through the assessment process, and will provide a framework for your
lifelong development as a leader (include explicit connections to your self-assessment,
StrengthsFinder and other assessments as appropriate). Please provide a brief rationale
(25 words or less) for each question as to why it is worthy of your consideration in the
long term. Prioritize your 10 questions from the most important to the least important.
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3. Goals--from the 10 questions, develop not more than 3 specific goals that you will
endeavor to complete in the next three years. Your goals should be precisely and
effectively written SMART Goals:
 Specific
 Measurable
 Actionable/Attainable
 Realistic/achievable
 Time-bounded/able to be tracked and monitored
Sample goal: By June 30, 2013 I will find a ministry coach to help me learn how to
casting a compelling vision. By December 31, 2013 I will identify two emerging
leaders to mentor. By June 1, 2014 I will have my top 100 leadership articles on my
thumb drive.
4. Action Steps—Include action steps to achieve the goals with timeline increments of 6
months, one year, and three years. Your plans should be very practical and action
oriented. In other words, what am I going to do NOW to begin realizing these goals?
5. Ten Resources--a listing of the ten resources you plan to utilize over the next one to
three years and beyond to foster and accelerate your development as a leader. Briefly
defend the selection of each of these resources. Please be thoughtful and creative in
selecting diverse (not just books or web sites) and distinct resources (e.g., a particular
author is one resource, so please don’t list four of his or her books as separate resources.)
This list of resources should reflect and have a tight connection to your insights and
observations with respect to your top ten questions, your goals and your self-evaluation.
Be explicit as to how each resource will address issues raised by your questions, selfevaluation and goals. In other words, there should be congruity between your resources,
your lifelong questions, your self-assessment and your goals.
Your PLDP should be concisely written, thorough, precise and to the point.
3.
Graded Assignment # 3: Major Integrative Paper
This assignment has been identified as a required integrative assignment that you may wish
to review and reference in future integrative coursework.
Drawing from the Bible, class readings, course curriculum, class interaction, life
experience and other appropriate resources, write a 12-15 page (12 point font; double
spaced) integrative paper. The intent of this assignment is to identify an area of leadership
theory and practice that is meaningful to you and further explore this area. Choose from any
one of the following assignments, taking care to specifically address the expectations and
requirements for each assignment. Additionally, see the Grading Criteria for Papers and
Assignments below, which discusses expectations for quality of writing and quality of
content.
Selection A. Identify and discuss a diversity factor or set of factors (e.g., culture, race,
gender, nationality, ethnicity, generation, etc.) as it relates to the theology and practice of
biblical, transformational servant leadership. Using the 4-R model of transformational
leadership, your paper should address the following. (a) What is the factor/issue (or set of
factors/issues) and why are they germane to the study and practice of biblical leadership? (b)
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How does the diversity factor(s) under consideration affect the practice of leadership? Give
specific examples. (c) Given the framework of the 4-R model, discuss how the diversity
factor(s) interacts with each aspect of the model [e.g., Relationships (DICE + 1, etc.), Roles
(coach, etc.), Responsibilities (aligning, etc.), and Results.] For instance, how does one’s
culture, gender, race, generation, etc., impact one’s leadership? Be specific. (d) Based on a
comprehensive analysis of course readings, class discussions, Power Point presentations,
biblical texts, your experience and other appropriate resources, present a set of biblically
based, well reasoned and well defended conclusions, which articulate the impact of this
diversity factor(s) on the theory and practice of biblical, transformational leadership.
Selection B. Articulate a biblical theology, personal philosophy, and guidelines for practice
with respect to biblical, transformational servant leadership. Discuss the following. (a)
Identify a set of foundational theological assumptions or affirmations relevant to one’s
philosophy and practice of transformational leadership. In other words, given the Lordship
of Christ and a biblical world view, what theological concerns should govern one’s
philosophy and practice of transformational leadership (e.g., you might consider the themes
of creation, fall, redemption and glorification, or specific theological categories such as the
character of God, biblical anthropology, the Person and work of Jesus Christ, the work of
the Holy Spirit, the nature and mission of the church, etc.). (b) Discuss each
assumption/affirmation as it relates to each aspect of the 4-R model of transformational
leadership. Please be sure to address each “R” (Relationships, Roles, Responsibilities and
Results), and each component of each “R”, (e.g., DICE +1, change agent, aligning, etc.). (c)
Based on “a” and “b” above, and a comprehensive analysis of course readings, class
discussions, class presentations, biblical texts, your experience and other appropriate
resources, present a set of biblically based, well reasoned and well defended conclusions,
which articulate your biblical theology (what the Bible teaches) personal philosophy (how I
therefore think about leadership), and personal practice (practical points of application in the
day-to-day of leadership) of transformational servant leadership.
Selection C. Compare and contrast the biblically oriented material (Ford’s Transforming
Leadership and assigned biblical texts) with the material that is not explicitly biblical in
nature (articles in Wren, Northouse, as well as the Harvard Business Review articles).
Address the following questions in your paper:
a. In what way, if any, do these two bodies of material differ in leadership theory,
assumption, philosophy, and practice? Be specific and cite course material. Defend
your answer.
b. In what ways are they similar in theory, assumption, philosophy, and practice? Again,
be specific and cite material. Defend your answer.
c. Do the non-explicitly biblical writers present their material from a biblical
worldview? Why or why not? Defend your answer.
d. To what degree is the non-biblically explicit applicable to a ministry setting? In other
words, how is the church/ministry like and not like a business or corporation? Defend
your answer.
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ML513: Syllabus
e. To what degree is the explicitly biblical material applicable to secular leadership
settings (i.e., business, corporate, military, education, etc.)? In other words, how is a
business like a church and not like a church? Be very specific.
f. Is transformational leadership a uniquely biblical concept? Why or why not? Defend
your answer.
Selection D. You have been given the opportunity to spend one year preparing a group of
people to assume a major (Leader) spiritual leadership role (choose a role, i.e. senior pastor,
church planter, president of a Christian organization, elder, deacon, etc.). You have been put
in charge of their preparation and have been given an unlimited budget! Fifty people, all
eager and ready to Lead have volunteered to enroll in your leadership development program.
There are only 10 Leadership positions open at the end of year one, but 30 more positions
may open in year two. Your job is to identify and develop the “top 10,” while preparing 30
others to eventually Lead. You must also identify the 10 who will probably not Lead in the
near future. Discuss the following:
a. What educational and developmental resources (books, web sites, journals, outside
experts, mentors, etc.) would you use? Defend your choices.
b. What kind of people would you enlist to help in this development process (i.e. areas of
expertise and experience)? Defend your answer.
c. To what experiences would you expose the students? Why?
d. How would you structure the time, by the day, week, and month? What percentage of
time would be devoted to what, and in what sequence? Defend your allocation of time
and sequencing of educational and experiential inputs.
e. How would you identify your “top 10”? Your “last 10”? (e.g., what objective and
subjective criteria would you use to differentiate between those ready to Lead (top 10),
those who are not ready to Lead (last 10), and those who eventually might be ready to
Lead (the 30). Discuss how you would come to a decision on these three categories
and defend this decision-making process and criteria. In other words, how would
you differentiate between your 10th and 11th as well as 40th and 41st picks?
Clearly state and defend your decision-making process and criteria for selection.
GRADING:
CATEGORIES: Grading



:
categories are as follows:
Major Integrative Paper
Personal Leadership Development Plan
Course Exam
35%
25%
40%
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ML513: Syllabus
GRADING POINT CRITERIA
The student’s course grade will be based on the scale below:
A............ 95-100
A- ............ 92-94
B+ ............88-91
B ..............85-87
B- .............82-84
C+ ............ 78-81
C .............. 75-77
C- ............. 72-74
D+ ........... 68-71
D.............. 65-67
D- ............ 62-64
F ........ Below 62
ADDITIONAL EXPECTATIONS
1. Quality of Writing & Content:
This is a graduate course. As such, the assignment of grades to will reflect appropriately
high standards for (a) clarity of language, (b) the development of well-informed
arguments, and (c) use and documentation of evidence cited for your arguments or
position. While this is not a class on writing, it is nonetheless important for you to
effectively articulate, develop, and defend your ideas and conclusions.
Each of your submitted papers will be graded based around the following three areas: (a)
Quality of Writing, (b) Quality of Content, and (c) Quality of Interaction with the Course
Material and Relevant Literature. Please see the “Academic Course Policies” below for
further expectations.
2. Timeliness of Work: Because leaders often work within team and group contexts,
learning the artful balance of producing excellent work in a timely manner is essential.
Work not submitted in a timely fashion will receive a deduction of 2% each late day
(excluding Sundays). Please note, only extreme situations will be considered as
exceptions to this policy. Examples of extreme situations are a death in the family or
hospitalization. Demands related to work and ministry—even intense demands—are not
considered an exception to this policy.
3. Last But Not Least: Did you specifically engage the assignment? Did you address the
questions and/or particulars of the assignment as they were posed? Did you do what the
assignment asked?
Academic Course Policies: Please familiarize yourself with the catalog requirements as
specified in Academic Course Policies document found on the Registrar's website at:
https://bethelnet.bethel.edu/ureg/bssp/acp/. You are responsible for this information, and
any academic violations, such as plagiarism, will not be tolerated.
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ML513: Syllabus
ML 513 Assignment Schedule
Week # 1: September 24-30
CHECK OUT: Take a look at the 4R Model at a glance, as well as the 4R Model Power Point to
get familiar with the basic features of the Model. The article on the 4R Model assigned for next
week's reading will give you much more detail. You will also find the Overview of
Transformational Theory Power Point to be of help in grappling with the nature and practice of
transformational leadership.
READ: • Ford's Transforming Leadership (all) • Wren: Chapters 1, 2, 4, 7, 9, 17, 19, 20, 22, 24 •
Biblical Texts: Nehemiah 1-4; Matthew 16:21-20:34
REVIEW: Syllabus: carefully read the course syllabus. Give special attention to the syllabus
assignments and begin to think about selecting a final integrative assignment. The Northouse and
Wren-Harvard Business Review Worksheets (linked below) will help you process the readings.
While it is optional, if you do a worksheet for each reading in Northouse, Wren and the Collins,
Goleman and Kotter articles it will be a valuable resource in preparing for the Mid-term. Bloom's
taxonomy discusses the various cognitive learning levels. We'll be doing a lot of work at the
analysis, synthesis and evaluation levels.
Week # 2: October 1-7
READ: • The three required McCloskey articles (and the optional Taylor-McCloskey article if
you like) and the Irving paper “Lessons for Leaders” • Wren: Chapters 26, 27, 28, 29, 36, 37, 38,
43, 48, 61 • Biblical Texts: Nehemiah 5-9; Acts 1-6 • Northouse, chapters 1-2.
DISCUSS: Wren and Ford in the first Discussion Forum. Complete first post by Tuesday at 5
PM and second post by Friday at 5 PM (all times Central).
Week # 3: October 8-14
READ: • The Collins, Goleman and Kotter articles • Northouse, chapters 3-7 • Biblical Text:
Esther (entire book); Acts 27 • Cloud, chapters 1-8
DISCUSS: Collins, Goleman, and Kotter articles in the second Discussion Forum. Post your first
response no later than Tuesday at 5 PM, and your second response no later than Friday at 5 PM
(all times Central).
CONSIDER: Give more thought to your Major Integrative Paper, which is due Friday,
November 30 (:-(see syllabus for late penalty). The articles linked for the week of November 1218 might give you some ideas for diversity-related topics.
Week # 4: October 15-21
READ: • Northouse, chapters 8-14 • Biblical Text: Esther (entire book); Acts 27 • Cloud,
chapters 9-13 Take these practice quizzes (see folder below) to see how you are doing in
processing your Wren, Harvard Business Review and Northouse readings. We'll go over the
answers during the intensive week. Please note that the mid-term test will cover the Wren,
Northouse and HBR readings. There will be no questions from Ford or Cloud, though these
works will be essential in doing your Major Integrative Paper and Personal Development Plan.
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Week # 5: October 22-28
Intensive Week # 1. There are no assignments for ML 513. Be sure to bring the course document
downloads (see folders & documents for next week) for note taking if that suits your learning
style. Stay well.
Week # 6: October 29- November 4
Intensive Week # 2. This is the week we meet. Be sure to bring the course documents listed
below. A mid-term test will be given Friday. We'll have plenty of time to prepare during the
week. You will have a good start in preparing if you've done the practice quizzes and completed
your Northouse and Wren-HBR worksheets for each assigned reading.
Week # 7: November 5-11
BEGIN: Working on your Personal Leadership Development Plan (see syllabus) which is due
Friday, December 7 (see syllabus for late penalty).
BEGIN/CONTINUE: Continue working on your Major Integrative Paper (see syllabus) due
Friday, November 30 (see syllabus for late penalty). The articles linked in next week might give
you some ideas for papers on leadership and diversity-related topics.
Week # 8: November 12-18
CONTINUE: Working on your Personal Leadership Development Plan, due Friday, December 7
(see syllabus for late penalty).
CONTINUE: Working on your Major Integrative Paper, due Friday, November 30 (see syllabus
for late penalty). Check out some of the articles linked below. None are required reading, but as
you can tell by the titles, they cover the areas of cultural and gender diversity. The first article on
ethics and transformational leadership is especially helpful.
Week # 9: November 19-25
CONTINUE: Working on your Personal Leadership Development Plan, due Friday, December 7
(see syllabus for late penalty).
CONTINUE: Working on your Major Integrative Paper, due Friday, November 30 (see syllabus
for late penalty).
Week # 10: November 26-December 2
CONTINUE: Working on your Personal Leadership Development Plan, which is due on Friday,
December 7 (see syllabus for late penalty).
SUBMIT: Your Major Integrative Paper on Friday, November 30 (no later than 5pm Central
Time)
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Week # 11: December 3-9
SUBMIT: Your Personal Leadership Development Plan no later than Friday, December 7 (by
5pm Central Time).
POST: Addressing your classmates, as you consider what you have learned over the past ten
weeks, post two key leadership lessons you are leaving this class with.
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