ORM 6003
FOUNDATIONS OF Leadership
FACULTY GUIDE
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
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Faculty Guide – ORM 6003
INTRODUCTION
WELCOME
Faculty Introduction
Introduce yourself briefly giving some information about your educational,
professional, and teaching background. Your name and how you can be
reached should be written in your course PowerPoint so that the students
will know how to reach you.
Individual Student Introduction
Please allow the students time to briefly explain who they are and what
they hope to learn from this course. Record their course expectations and
refer to these at the end of the course.
DEVOTIONAL
It is required that the first few minutes (approximately five to ten minutes) of each
class session be spent in a devotional activity.
According to the 2002 Mount Vernon Nazarene University Faculty Handbook,
2.12.6 Religious Activities:
Students look to the faculty for religious leadership and example. Regular
participation in the chapel programs and in other religious activities is
required of the faculty. It is a distinctive tradition of the University that
class sessions be opened with prayer.
The faculty member can either do this or the faculty member can invite students
to sign up to do devotions each week of the class. Students tend to be reticent to
volunteer initially; yet when they do, their contributions have been significant and
meaningful.
Examples of faculty options for devotionals are to select a book (Purpose
Driven Life) that can be used each week for a specific theme throughout
the course or the faculty member can select a favorite scripture verse that
applies to the class and its content. If the faculty member chooses to lead
devotionals during the class each week, if possible, they should include
the devotional content in a brief PowerPoint slide for use in the class.
COURSE INTRODUCTION
On Week One of each course, the faculty member should introduce the course to
the students by reviewing the syllabus, the course objectives, class formats,
assignments, and expectations.
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Faculty Guide – ORM 6003
CONTENTS OF THE GUIDE
Course Materials
This will list the PowerPoint slides, texts, videos, handouts, in-class
activities, discussion questions, and evaluation forms needed to teach the
course. It is suggested that the PowerPoint slides be distributed to all
students. This can be accomplished by email.
Major Concepts and Theories
Weekly Help
For the faculty member’s convenience, this may include articles,
handouts, evaluation forms, and any item particular to the specific course.
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Faculty Guide – ORM 6003
COURSE MATERIALS
1. Power Point slides (Weeks 1-6)
2. APA style guidelines. (2003). Mount Vernon, OH: Mount Vernon Nazarene
University.
3. End-of-Course Surveys
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Faculty Guide – ORM 6003
MAJOR CONCEPTS AND THEORIES
1. Leadership Defined
Leadership is a process whereby an individual influences a group of individuals to
achieve a common goal.
Defining leadership as a process means that it is not a trait or characteristic that
resides in the leader, but is a transactional event that occurs between the leader and
his or her followers. Process implies that a leader affects and is affected by followers.
It emphasizes that leadership is not a linear, one-way even but rather an interactive
event.
2. Trait Approach
The trait approach was one of the first systematic attempts to study leadership.
The early trait theories were called “great man” theories because they focused on
identifying the innate qualities and characteristics possessed by great social, political,
and military leaders. It was believed that people were born with these traits and only
the “great” people possessed them.
3. Skills Approach
The skills approach takes a leader-centered perspective on leadership. However, in
the skills approach we shift our thinking from a focus on personality characteristics,
which are usually viewed as innate and relatively fixed, to an emphasis on skills and
abilities that can be learned and developed.
While personality certainly plays an integral role in leadership, the skills approach
suggests that knowledge and abilities are needed for effective leadership.
4. Style Approach
The style approach emphasizes the behavior of the leader.
This distinguishes it from the trait approach, which emphasizes the personality
characteristics of the leader, and the skills approach, which emphasizes the leader’s
capabilities.
The style approach focuses exclusively on what leaders do and how they act.
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Faculty Guide – ORM 6003
In shifting the study of leadership to leader style or behaviors, the style approach
expanded the study of leadership to include the actions of leaders toward
subordinates in various contexts.
5. Situational Approach
Situational leadership stresses that leadership is composed of both a directive and a
supportive dimension, and each has to be applied appropriately in a given situation.
To determine what is needed in a particular situation, a leader must evaluate her or
his employees and assess how competent and committed they are to perform a
given task.
Based on the assumption that employees’ skills and motivation vary over time,
situational leadership suggests that leaders should change the degree to which they
are directive or supportive to meet the changing needs of subordinates.
6. Contingency Theory
Contingency theory is a leader-match theory, which means it tries to match leaders
to appropriate situations.
It is called contingency because it suggests that a leader’s effectiveness depends on
how well the leader’s style fits the context.
7. Path-Goal Theory
Path-goal theory is about how leaders motivate subordinates to accomplish
designated goals.
It draws heavily from research on what motivates employees.
The stated goal of this leadership theory is to enhance employee performance and
employee satisfaction by focusing on employee motivation.
8. Leader-Member Exchange Theory
Prior to LMX theory, researchers treated leadership as something leaders did toward
all of their followers.
This assumption implied that leaders treated followers in a collective way, as a
group, using an average leadership style.
LMX theory challenged this assumption and directed researchers’ attention to the
differences that might exist between the leader and each of her or his followers.
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Faculty Guide – ORM 6003
The LMX theory is based on the difference between the leader/follower linkage
known as an in-group versus the out-group leader/follower linkage.
In-group: Those that are based on expanded and negotiated role responsibilities
(extra-roles).
Out-group: Those that are based on the formal employment contract (defined roles).
9. Transformational Leadership
Transformational leadership is a process that changes and transforms individuals.
It is concerned with (a) emotions, (b) values, (c) ethics, (d) standards, and (e) longterm goals.
It includes assessing followers’ motives, satisfying their needs, and treating them as
full human beings.
Transformational leadership involves an exceptional form of influence that moves
followers to accomplish more than what is usually expected of them.
It is a process that often incorporates charismatic and visionary leadership.
10. Team Leadership
Teams are organizational groups composed of members who are interdependent,
who share common goals, and who must coordinate their activities to accomplish
these goals.
The organizational team structure is one way an organization can respond quickly,
and adapt to the constant and rapid changes in workplace conditions.
11. Psychodynamic Approach
Leaders are more effective when they have insight into their own psychological
makeup.
The specific model or terminology used to obtain insight is less important than
having gained an understanding of needs, predispositions, and emotional
responses.
Leaders are more effective when they understand the psychological makeup of their
subordinates.
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Faculty Guide – ORM 6003
The particular labels are less important than having knowledge of the personality
characteristics of team members.
12. Women and Leadership
Do Female and Male Leaders Differ in Their Behavior and Effectiveness?
Meta-analyses and individual studies suggest several conclusions about differences
between male and female leaders. Although quite similar to men in behavior and
effectiveness, women leaders tend to be more participative and less autocratic, a
pattern that is well suited to 21st-century global organizations.
13. Leadership Ethics
Ethics plays a central role in the leadership process. Because leadership involves
influence and leaders often have more power than followers, they have an enormous
ethical responsibility for how they affect other people.
Leaders need to engage followers to accomplish mutual goals; hence it is imperative
that they treat followers and their ideas with respect and dignity.
Leaders also play a major role in establishing the ethical climate within their
organization, and that role requires leaders to be particularly sensitive to the values
and ideals they promote.
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Faculty Guide – ORM 6003
WEEK ONE
It is recommended that you bring paper and pencils/pens to the Week One class
session. There is a writing assignment and some students may not be prepared to write
during class.
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Faculty Guide – ORM 6003
WEEK TWO
No specific notes for Week Two.
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Faculty Guide – ORM 6003
WEEK THREE
No specific notes for Week Two.
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Faculty Guide – ORM 6003
WEEK FOUR
During Week Four, the facilitating instructor needs to calculate how many minutes each
student will be allotted for the “ICA 5-1 In-class Presentation of HWA 5-2 Interview and
Analysis of a Leader Project” so that students can prepare for the Week Five class
session.
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Faculty Guide – ORM 6003
WEEK FIVE
The following evaluation forms are related to graded assignments for Week Five.
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Faculty Guide – ORM 6003
ORM6003 Foundations of Leadership
Evaluation Form
HWA 5-2 Interview and Analysis of a Leader Project
Name
Date
Possible
APA Format
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 (if any)
Appendixes (if any)
Tables (if any)
Figures (if any)
50
Content
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
300
Grammar, Spelling, and Sentence Structure
50
Actual
Penalty for Late Work
________________________
Total
Copyright © 2005 Mount Vernon Nazarene University
400
________________________
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Faculty Guide – ORM 6003
ORM6003 Foundations of Leadership
Evaluation Form
ICA 5-1 In-class Presentation of HWA 5-2 Interview and Analysis of a Leader
Project
Name
Date
Possible
Criteria
Actual
100
Length
-as assigned by the facilitating instructor
Quality of PowerPoint presentation
Quality of handouts and/or props
Communication skills
-such as posture, professional dress, eye contact
Evidence of preparation and organization of material
________________________
Total
Copyright © 2005 Mount Vernon Nazarene University
100
________________________
________________________
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Faculty Guide – ORM 6003
WEEK SIX
The End-of-Course Survey should be administered at the end of Week Six’s class
session.
The following evaluation forms are related to graded assignments for Week Six.
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Faculty Guide – ORM 6003
ORM6003 Foundations of Leadership
Evaluation Form
HWA 6-3 Leadership Development Action Plan
Name
Date
Possible
APA Format
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
Appendixes
Tables (if any)
Figures (if any)
50
Content
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
300
Grammar, Spelling, and Sentence Structure
50
Actual
Penalty for Late Work
________________________
Total
Copyright © 2005 Mount Vernon Nazarene University
400
________________________
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