ML113M: Syllabus Instructor: Justin A. Irving

ML/PM113: Syllabus page 8

ML113M: Syllabus Instructor: Justin A. Irving

Winter 2005, Mod R1 and R2 Bethel Seminary

1/3/05 – 3/14/05 Office: C215; 651-635-8706

Mondays, 5:30-7:30pm; 8:00-10pm e-mail:

URL: http://www.transformationalservant.org/irving.htm

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 video and audio resources, and coordinate class exercises. Students will contribute to the class by 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:

1.  Critically examine the nature and development of transformational leadership theory and its practice in diverse cultural and ministry settings.

2.  Address the similarities and differences between a biblical approach to leadership and contemporary literature on leadership not written from an explicitly biblical perspective.

3.  Articulate with conceptual clarity and biblical depth, the relationships, roles, responsibilities, and results of transformational leadership.

4.  Utilize a vocabulary to discuss transformational leadership in light of the Bible and contemporary literature.

5.  Begin to develop a personal theology and philosophy of transformational leadership.

6.  Articulate the distinction between leadership and management, while valuing both.

7.  Identify leadership challenges and opportunities in a variety of ministry settings (mono-cultural, cross cultural, multicultural and global) and roles (senior pastor, associate pastor, team leader, etc.).

8.  Manifest a growing appreciation for your present capacity (strengths and limitations) to provide transformational leadership in a variety of cultural and ministry settings.

9.  Design, develop and begin to implement a personal plan for continuing development as a transformational leader.

10. Begin to use research and reference tools to further your life-long learning in the area of leadership formation and practice.

Required Textbooks: There are two textbooks required for all students in the course.

Ford, Leighton. Transforming Leadership. Downer’s Grove: InterVarsity, 1992. Isbn: 0830818316.

Wren, J. Thomas (ed.). The Leader’s Companion: Insights on Leadership through the Ages. New York: Free Press, 1995. ISBN: 0028740912.

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. [A free copy may be obtained through the “Business Source Premier” database in our library, or a copy may be purchased at: http://harvardbusinessonline.hbsp.harvard.edu/b01/en/common/item_detail.jhtml?id=5831]

Goleman, Daniel. (1998). “What Makes a Leader.” Harvard Business Review, (Nov-Dec) 92-102. [A free copy may be obtained through the “Business Source Premier” database in our library, or a copy may be purchased at: http://harvardbusinessonline.hbsp.harvard.edu/b02/en/common/item_detail.jhtml?id=3790]

Irving, Justin A. (2004). Gaining Perspective on Organizational Leadership Theory: A Summary and Synthesis of Six Major Works. (unpublished)

Irving, Justin A. (2004). Lessons for Leaders from Christ’s Example of Humble Self-Sacrifice:
An Analysis of Philippians 2:5-11. Journal of Biblical Integration in Business, in review.

Irving, Justin A. (2004). Servant Leadership and the Effectiveness of Teams: Findings and Implications. Proceedings of the 2004 Servant Leadership Research Roundtable. Paper published at http://www.regent.edu/acad/cls/2004SLRoundtable/irving-2004SL.pdf.

Irving, Justin A., & Klenke, Karin. (2004). Telos, Chronos, and Hermēneia: The Role of Metanarrative in Leadership Effectiveness through the Production of Meaning. International Journal of Qualitative Methods, 3, 3. Article 3. Paper published at http://www.ualberta.ca/~iiqm/backissues/3_3/pdf/irvingklenke.pdf.

Kotter, John. (1995). “Leading Change: Why Transformation Efforts Fail.” Boston: Harvard Business Review, (March-April) 59ff. [A free copy may be obtained through the “Business Source Premier” database in our library, or a copy may be purchased at: http://harvardbusinessonline.hbsp.harvard.edu/b02/en/common/item_detail.jhtml?id=4231]

McCloskey, Mark. (1999). “Nehemiah: Leader of Leaders.” Heart and Mind. (Spring 1999) 4-9.

McCloskey, Mark. “Toward a Working Model of Transformational Leadership.” (unpublished)

McCloskey, Mark. “What is Transformational Leadership?” (unpublished)

McCloskey, Mark. “Fourteen Theological Affirmations” (unpublished)

Assignments:

1. Reading Assignments, Web Site visits, and Class Participation

All assignments and class participation assume that the books and articles have been carefully processed and a minimum of 10 leadership web sites have been visited. Pay attention to predominant theories and concepts presented by the author(s) of the books and articles you read.

2. Course Exam

A course exam will be administered on the day indicated in the class schedule. The exam will cover all lecture material and reading up to the point of the exam; a study guide will be provided in class prior to the date of the exam.

3. Plan for Leadership Development

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. 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, class interaction, life experience and other appropriate resources, write a 12-15 page (2500-3000 word) 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, 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. Identify three to four men and women whom you consider to be transformational leaders. [Note, this assignment assumes a broad definition of transformational leadership, allowing you, at your discretion, to select leaders from beyond the world of church and ministry. I ask only that you use one biblical character (not Nehemiah or Jesus, please), at least one person of your opposite gender, and at least one person of a different race, ethnicity or nationality.]

Using the 4-R model of transformational leadership and all relevant class material including readings and Power Point presentations, address the following. (a) Identify the leaders and give a brief description of each life and career (no more than 75 words or so). (b) Defend your selection of this individual as a transformational leader. In other words, in what sense is she/he a transformational leader? What distinguishes them as such? Be specific. (c) Evaluate each leader in light of the 4-R model of transformational leadership, being sure to touch on each of the 4-R’s, (Relationship, Roles, Responsibilities and Results) and each aspect of each “R” (e.g., DICE + 1, change agent, aligning, etc.) (d) Compare and contrast the leadership of at least three leaders. In what ways are they alike? Different? More or less effective than the other two? Why? (e) Based on a comprehensive analysis of course readings, class discussions, Power Point presentations, biblical texts, your experience and your study of these men and women, present a set of “lessons of transformational leadership” derived from these women and men. You may present one set of collective-integrative lessons, or deal with each leader individually. Take special care to insure that these lessons are well reasoned and well defended (e.g., that they are accurate and insightful reflections on the life and leadership of each leader.) Additionally, please be sure these lessons are biblically based and appropriately supported by biblical material and relevant class material (readings, class notes, discussions, etc.).

Selection C. 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, 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 your biblical theology (what the Bible teaches) personal philosophy (how I therefore ought to think about leadership), and personal practice (practical points of application in the day to day of leadership) of transformational servant leadership.

Selection D. Compare and contrast Ford’s Transforming Leadership with Wren’s book. Address the following issues/concerns in your paper:

a. In what way, if any, do Ford and Wren differ in leadership theory, assumption, philosophy, and practice?

b. In what ways are they similar in theory, assumption, philosophy, and practice?

c. Does Wren write from a biblical world view? Defend your answer.

d. To what degree is Wren applicable to a ministry setting? How is the church like and not like a business or corporation? Defend your answer.

e. To what degree is Ford applicable to secular leadership settings (i.e., business, corporate, military, education, etc.)? 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 E. 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. 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. 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.

5.  Contemporary Leadership in Action

Prepare a 3-4 page description of two contemporary leaders in action (1.5-2 pages for each leader). Using categories from the 4-R model, describe these leaders as they (a) act out of their relationships and person (e.g., relationship with God, DICE + 1), or (b) assume a variety of leadership roles (e.g., coach, spokesperson, change agent or direction setter), or (c) as they demonstrate various leadership behaviors (e.g., vision casting, strategy formulating, aligning or motivating). You may draw from 3-5 contemporary sources such as newspapers, journals, television, the cinema, web-sites, news magazines, etc., to present at least two contemporary examples of leadership, for better or worse. These leaders may come from any place in the world, and a variety of contexts (e.g., church, business, military, or education, etc.) Please include your sources.