ML513: Syllabus
Fall 2008
9/22/07 – 12/5/07
Mark W. McCloskey, M.Div., Ph.D.
Bethel Seminary
Office: A206; 651-635-8592
e-mail: mmcclo1@aol.lcom
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
leadership roles and diverse cultural settings.
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 case studies. 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 and its
practice in diverse cultural and ministry settings.
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 depth, 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 cultural and ministry settings.
Design, develop and begin to implement a personal 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.
Ford, Leighton. Transforming Leadership. Downers Grove: InterVarsity, 1992. ISBN:
0-8308-1652-6.
Northouse, Peter. Leadership: Theory and Practice. 4th Edition. Thousand Oaks, CA: Sage,
2007. ISBN: 141294161X.
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]
Irving, Justin. “Christ’s Example of Humble Self-Sacrifice” [Available in “Course Documents”
on Blackboard]
Kotter, John. "Leading Change: Why Transformation Efforts Fail." Harvard Business Review
73:2
(Mar/Apr 1995) 59-67.
McCloskey, Mark. “Fourteen Theological Affirmations” [Available in “Course Documents” on
Blackboard]
McCloskey, Mark. “Toward a Working Model of Transformational Leadership.” [Available in
“Course Documents” on Blackboard]
McCloskey, Mark. “What is Transformational Leadership?” [Available in “Course Documents”
on Blackboard]
ASSIGNMENTS:
Submission Guidelines: All papers are to be submitted electronically via the Assignments
section of Blackboard. Please utilize the following format for labeling all of your submitted
work: “Your Last Name_Initial of Your First Name_ML513_Assignment Abbreviation”. Be
sure to use these submission guidelines as deductions may be given for not following them.
1.
Reading Assignments and Class Participation
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.
2.
Course Exam
A course exam will be administered on Friday of the intensive week. The exam will cover
all lecture material and reading up to this point in the class. A study guide will be provided
in class before the exam.
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ML513: Syllabus
3.
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Plan for Leadership Development
In light of the class readings, lectures and discussions, each student will design a plan for
her/his lifelong development as a transformational servant leader. This plan will include (a)
Your top 10 life-long leadership questions; (b) an assessment of your present strengths and
weaknesses as a transformational servant leader; and (c) a list of the top 10 leadership
resources, which you plan to utilize in the next 1-3 years or beyond (e.g., mentors, books,
tapes, conferences, psychometric tools, web sites, classes, etc.).
Your assignment should include the following. (a) A list of your top ten questions, which
can provide a framework for your life long development as a transformational servant
leader. Please provide a brief rationale (25 or so words) for each question as to why it is
worthy of your consideration over the decades. (b) A self-analysis of your strengths and
areas of concern as a transformational leader. Please use the framework of the 4-R model,
addressing each “R” and each aspect of each “R”. (c) A listing of the ten resources you plan
to utilize over the next 1-3 years and beyond to foster and accelerate your development as a
transformational servant leader. Briefly, defend the selection of each of the resources and
relate it to your questions and self-assessment. Additionally, please select diverse (not
just books, not just web sites) and distinct resources (e.g., the Bible is one resource, so
please don’t list the Gospels as four resources; a particular author is one resource, so please
don’t list four of her/his books as separate resources, etc.) This list of resources should
reflect your insights and observations with respect to your top ten questions and your
self-evaluation. In other words, there should be congruity between your resources, your
life-long questions, and your self-analysis.
4.
Major Integrative Paper
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 cross-cultural, multi-cultural or diversity issue or set of
issues (e.g., 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 issue
(or set of issues) and why are they germane to the study and practice of biblical leadership?
(b) 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.] (d) Based on a
comprehensive analysis of course readings, class discussions, Power Point presentations,
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ML513: Syllabus
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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. Please 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, assigned biblical texts, and McCloskey papers) with the material that is not
explicitly biblical in nature (the assigned articles in the Wren book, 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 material.
b. In what ways are they similar in theory, assumption, philosophy, and practice? Again,
be specific and cite material.
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.
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?
f. Is transformational leadership a uniquely biblical concept? Why or why not?
Selection D. You have been given the opportunity to spend one year preparing a group of
women and men to assume a major (Leader) spiritual leadership role (choose a role, i.e.
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ML513: Syllabus
head pastor, church planter, president of a Christian organization, etc.). You have been put
in charge of their preparation and have been given an unlimited budget! Fifty men and
women, 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 your final ten and
defend this decision making process. In other words, how would you objectively
differentiate between your 10th and 11th as well as 40th and 41st picks? Give your
rationale for your decision-making criteria.
GRADING:
CATEGORIES: Grading



categories are as follows:
Major Integrative Paper
Plan for Leadership Development
Course Exam
35%
25%
40%
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
ML513: Syllabus
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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?
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ML513: Syllabus
Assignments
Week 1 (September 22-26)
VIEW/LISTEN: “Introduction to Transformational Leadership” (you will need FlashPlayer
[www.adobe.com])
Download the Lecture's Audio File (mp3): Right Click Link and "save as"
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
VISIT: Five Web Sites: students will visit a minimum of five leadership-oriented websites
(You will be asked to report on this during the intensive week)
REVIEW: Syllabus: carefully read the course syllabus and all linked documents. Give
special attention to the assignments and begin to think about selecting a final integrative
assignment
Week 2 (September 29-October 3)
REVIEW/LISTEN: “The 4 R's of Transformational Leadership”
Download the Lecture's Audio File (mp3): Right Click Link and "save as"
READ:
• The three McCloskey papers and Irving paper (found in Course Documents)
• Wren: Chapters 26, 27, 28, 29, 36, 37, 38, 43, 48, 61
• Biblical Texts: Nehemiah 5-9; Acts 1-6
• Northouse, chapters 1-2
VISIT: Five Web Sites: If not completed, finish visiting five leadership-oriented web
sites.
DISCUSS: Wren and Ford in the first Discussion Forum [see Blackboard - Discussion
Board]
Week 3 (October 6-10)
READ:
• The Collins, Goleman and Kotter articles
• Northouse, chapters 3-7
• Biblical Text: Esther (entire book); Acts 27
DISCUSS: Collins, Goleman, and Kotter articles in the second Discussion Forum
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ML513: Syllabus
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CONSIDER: Give more thought to your Major Integrative Paper, which is due Friday,
November 21. (Late papers will not be accepted).
Week 4 (October 13-17)
READ:
• Northouse, chapters 8-14
• Biblical Text: Esther (entire book); Acts 27
Week 5 (October 20-24)
Intensive Week # 1. No assignments. Get plenty of sleep and stay healthy!
These are ML 513 Intensive Week Lecture Notes (Bring hard copy to class if you prefer
to take hand-written notes)
Overview of Transformational Theory.pdf (179.469 Kb)
QLAligning.pdf (73.582 Kb)
QLChangeAgent.pdf (128.155 Kb)
QLCharacterologicalSoundness.pdf (116.632 Kb)
QLCoach.pdf (110.682 Kb)
QLDirectionSetter.pdf (100.911 Kb)
QLDynamic Determination.pdf (97.913 Kb)
QLEmotionalMaturity.pdf (104.846 Kb)
QLEn-Couraging.pdf (118.402 Kb)
QLIntellecutalFlex-ability.pdf (108.691 Kb)
QLPartner-up-ability.pdf (94.29 Kb)
QLResults.pdf (151.917 Kb)
QLSpokesperson.pdf (106.899 Kb)
QLStrategyMaking.pdf (127.153 Kb)
QLVisionCasting.pdf (127.148 Kb)
Week 6 (October 27-31)
Assignments will be given during class. Mid-term on Friday. Get plenty of sleep and
stay healthy!
Week 7 (November 3-7)
BEGIN: Working on your Lifelong Leadership Development Plan, which Is due Friday,
December 5. (Late papers will not be accepted).
BEGIN/CONTINUE: Continue working on your Major Integrative Paper, due Friday,
November 21. (Late papers will not be accepted).
Week 8 (November 10-14)
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ML513: Syllabus
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CONTINUE: Working on your Personal Leadership Development Plan, due Friday,
December 5th (Late papers will not be accepted).
CONTINUE: Working on your Major Integrative Paper, due next Friday, November 21.
(Late papers will not be accepted).
Week 9 (November 17-21)
SUBMIT: Your Major Integrative Paper on Friday, November 21 (no later than 5pm
Central Time) -- Submit via Assignments section of Blackboard, using the following file
naming format: “Your last Name_Initial of your first Name_ML513_MIP.”
Week 10 (November 24-28)
CONTINUE: Working on your Personal Leadership Development Plan, which is due on
December 5th. (Late papers will not be accepted).
Week 11 (December 1-5)
SUBMIT: Your Personal Leadership Development Plan no later than Friday, December
5th (by 5pm Central Time) -- Submit via Assignments section of Blackboard, using the
following file naming format: “Your last Name_Initial of your first Name_ML513_PLDP.”
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
COMPLETE: Course Evaluation
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