COURSE DEVELOPER AND FACILITATOR: John F. VerBerkmoes, Ph.D. SCHOOL: Grand Rapids Theological Seminary/Cornerstone University COURSE DESCRIPTION

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1 COURSE: MIN510 Organizational Leadership COURSE DEVELOPER AND FACILITATOR: John F. VerBerkmoes, Ph.D. ADDRESS: SCHOOL: Grand Rapids Theological Seminary/Cornerstone University PROGRAM: Various Master Degree Programs CURRENT ENROLLMENT PERIOD: Fall 2015 COURSE PREREQUISITES: None COURSE DESCRIPTION MIN510 Organizational Leadership This course develops a foundational framework of knowledge and critical thinking skills essential to organizational leadership. Students will examine leadership theories, leadership formation, developing mission/vision, implementing change, dealing with organizational conflicts, the art of listening/reflecting, and leadership ethics. The course will be delivered through an on-line format using guided readings, multiple writing assignments, case study development and analysis, and on-line threaded discussion. STUDENT LEARNING OUTCOMES The course is designed to advance the student s knowledge and competency in the area of organizational leadership with particular emphasis upon developing a philosophy of ministry leadership, framing problems, fostering organizational learning, and facilitating organizational change. The course is organized to enable students to achieve the following learning outcomes: a) Demonstrate a basic understanding of organizational leadership, problemframing, and organizational learning. b) Demonstrate a basic understanding of the central aspects of organizational culture and the process of facilitating organizational change. c) Demonstrate a philosophy of leadership appropriate to ministry settings that is theologically and theoretically informed. c) Demonstrate competency to write substantive analysis and thoughtful reflection concerning select organizational leadership literature.

2 d) Demonstrate skill at the discipline of problem framing as a means to situational analysis and strategic leadership within organizations. e) Demonstrate knowledge of the central practices of high performing non-profit organizations. INTRODUCTORY NOTES TO STUDENTS Educational Philosophy The on-line courses available through Grand Rapids Theological Seminary were designed according to the learning paradigm. This paradigm shifts the focus from teaching to learning and places greater authority and responsibility upon the learner. The role of a course instructor is not primarily to impart their knowledge, but to create valuable learning experiences utilizing diverse resources and educational methods. Success within this paradigm and in on-line learning requires significant student initiative, discipline, and commitment. On-line learning is not for everyone, since it assumes greater levels of student ownership and engagement in the teaching and learning process. Interactivity Requirement Threaded discussions are a required aspect of all GRTS graduate level on-line courses. Each course will differ in the frequency and nature of interaction. There are two types of on-line interaction: synchronous and asynchronous. Synchronous interaction consists of on-line discussions that occur in real time and at the same time. Asynchronous interactions consist of on-line interaction over an extended, and sometimes defined, period of time. Consult the course syllabus for the nature of interaction required for each on-line course. There are two types of on-line posts: original posts and response posts. Original posts should include the student s reflections on the theoretical content, meaning, relationships of ideas, and implications of course material. Original posts should be insightful, inquisitive, and reflective in nature. Typically, original posts will be crafted as responses to a set of questions posed by the course instructor, questions designed to foster reflection and discussion. Response posts are offered in reply to the original posts of peers and should seek clarification for deeper understanding and/or extend the level of critical reflection on the topic of discussion. All on-line interactions should be substantive, succinct, and grammatically accurate. By substantive, we do not mean extended descriptions of personal opinion and personal experience. Nor do we mean comments that lack coherence and critical reflection. By substantive, we mean comments that are reflective and insightful, coherent, theoretically informed, and link theory to practice. By succinct, we mean that on-line posts should be between words, unless otherwise define within the given course. Finally, all posts should be grammatically clean, which requires editing before the post is submitted. The interactivity grade for the course will be determined based on the number of posts as well as the character of the post (i.e., substantive, succinct, and grammatically accurate). 2

3 Research at Miller Library Miller Library provides online access for GRTS students to all of its subscription databases, as well as rapid-response to students seeking research assistance, using the Ask-A-Librarian link on the Library website ( The Library Director is also a theological librarian, and therefore readily able and eager to assist with most biblical and theological research questions. In addition to the Library s very adequate in-house collection of resources, several thousand full-text journals and ebooks are available online, linked to the library s catalog. Please visit Miller Library at Papers and Projects Papers in Bible and Theology courses should be formatted and sources documented according to the GRTS Guideline for Papers (see sample footnotes and bibliography on p ). This guideline is based on the Turabian/Chicago Manual of Style and the SBL Handbook of Style. Papers in Ministry and Counseling courses should be formatted and sources documented according to the GRTS Guideline for Papers or in accordance with the most current APA Style. To access these style guides in Moodle (Learning Management System) Go to moodle.cornerstone.edu Select New Student Resources course Click on the General Information tab/folder Technology Support Students experiencing technological difficulty in accessing a course and/or negotiating technological aspects of the course are encouraged to contact the Cornerstone University Informational Technology Center. IT staff can be reached at (ext. 1510), or to technologysupport@cornerstone.edu Statement concerning Communication is the official means for communication with every enrolled student. Students are expected to receive and read those communications in a timely fashion. Since the seminary will send official communications to enrolled students by using their Cornerstone University addresses (i.e., first.last@cornerstone.edu), students are expected to check their official addresses on a frequent and consistent basis to remain informed of seminary communications. Students can access their Cornerstone University account as follows: o Go to gmail.cornerstone.edu o Enter CU username (e.g., n ) and password Students can forward or IMAP to a preferred address as follows: o Log into CU 3

4 o Select Settings in the upper right hand corner o Select Forwarding and POP/IMAP o Follow the on-screen instructions Students are responsible for any consequences resulting from their failure to check their on a regular basis for official seminary communications. Confidentiality and Disclosure- Students may request that information shared with a faculty or staff member in individual settings will remain confidential, except under the following conditions: There has been serious harm or threat of harm to self or others. There is reasonable suspicion of abuse of a child, elder or vulnerable person. There is a court order mandating disclosure of information. There is a dispute between a student and faculty/staff member and disclosure is necessary for resolution The faculty or staff member seeks appropriate consultation with CU faculty and/or administration. Student Course Evaluation- In the last two weeks of each course, all students are expected to complete a course evaluation. Since this is an online course, the assessment will be distributed electronically within Moodle. You will find the student evaluation included within the course in Moodle, located below the News Forum and Course Syllabus. The assessment is anonymous and provides an opportunity for students to offer feedback to the professor on the quality of the learning experience, feedback that informs future offerings of the course. More information about this evaluation process will be provided later in the semester. Inclusive Language- As noted in the GRTS academic catalog, writing and discussion should reflect the GRTS policy on inclusive language when referring to other people, regardless of their gender, nationality, culture, social class or religion. Disability Accommodation- The University will make reasonable accommodations for students with disabilities, in compliance with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act of The purpose of accommodation is to provide equal access to educational opportunities to students affected by disabilities, and the university does not intend that the standards be altered, nor that the essential elements of programs or courses be changed. Students having documented disabilities may apply for accommodations through Student Disability Services (SDS), which is part of the Cornerstone University Learning Center located in Miller Hall on the main campus. In the event that students have questions regarding whether they are eligible for accommodations, how they might provide appropriate documentation of disabilities, or how they might handle a disagreement with a professor over questions of accommodation, the Director of Academic Support should be contacted immediately at (616) or via at learningcenter@cornerstone.edu. Further information 4

5 about applying for and utilizing accommodations is provided in the Student Handbook and on the university s website. Copyright Violation and Plagiarism-Copyright violation and plagiarism have serious ramifications for Cornerstone/GRTS students, both legally and ethically. Unauthorized copying or use of copyrighted materials, including downloaded files of various kinds, can result in criminal charges and fines. Plagiarizing another s words or ideas (passing them off as your own) can result in loss of grade or failure. For a fuller explanation of these issues or of CU s copyright policy, see Miller Library s website (under Library Services menu) Copyright, Fair Use, & Plagiarism : READING ASSIGNMENTS ASSIGNMENT OVERVIEW Bolman, L. G. and Deal, T. E. (2013). Reframing Organizations: Artistry, Choice, and Leadership (4th edition). San Francisco: Jossey-Bass Publishers. Crutchfield, L.R. and McLeod-Grant, H. (2012). Forces for Good: The Six Practices of High-Impact Nonprofits. San Francisco: Jossey-Bass Publishers. Kouzes, James M. and Posner, Barry Z. (2012). The Leadership Challenge (5th edition). San Francisco: Jossey-Bass Publishers. Wright, W.C. (2009). Relational Leadership: A Biblical Model for Influence and Service (2 nd edition). United Kingdom: Paternoster Press. INTERACTIVITY REQUIREMENTS Threaded Discussion (20% of course grade) On select weeks students will be required to engage in asynchronous on-line discussions of the course readings (conducted within Moodle-the online learning system of Cornerstone University). During these weeks students will be required to make four posts, two original posts and two responsive posts. The original posts should be substantive in nature (i.e., reflecting on theory from the readings and/or reflecting on the relationship of theory and practice), limited to words, and crafted in response to the general guiding question outlined below. Original posts should be submitted by the end of the day on Wednesday of the weeks required. The responsive posts should be substantive in nature, limited to words, and crafted in response to the original posts of peers. Response posts should be submitted by the end of the day on Sunday of the weeks required. Original posts should be written in response to the following questions: 5

6 Two- (Wright) In chapter 1, Wright identifies five principles of theologically informed servant leadership. Identify and describe one of these distinguishing marks (i.e., principles) and then reflect on why it is essential to effective ministry leadership. In chapter 3, Wright talks about influencing through vision. In the context of this discussion, he connects vision and planning. He suggests that planning is about living the vision. What does he mean by this statement and how are the concepts of vision and planning connected? Three- (Wright) In chapter 4, Wright talks about character, culture and values. He suggests that a primary responsibility of ministry leaders is to reinforce organizational culture. What does he mean by this statement, how is it accomplished, and do you resonate with its importance? In chapter 6, Wright speaks of accountability as another essential aspect of effective servant leadership. What key expressions of accountability does Wright introduce, and how might these need to be strengthened within local church and para-church ministries? What role do ministry leaders have in this process? Five- (Bolman & Deal) What does reframing mean, how is it done, and how does it benefit the organizational leader and the organization? What are the characteristics of the structural frame and how does it assist the organizational leader in guiding the organization to achieve its mission, managing problems and/or fostering change? How might the structural frame be understood from a theological perspective and in relationship to ministry? What are the characteristics of the human resource frame and how does it assist the organizational leader in guiding the organization to achieve its mission, managing problems and/or fostering change? How might the human resource frame be understood from a theological perspective and in relationship to ministry? Six- (Bolman & Deal) What are the characteristics of the political frame and how does it assist the organizational leader in guiding the organization to achieve its mission, managing problems and/or fostering change? How might the political frame be understood from a theological perspective and in relationship to ministry? 6

7 What are the characteristics of the symbolic frame and how does it assist the organizational leader in guiding the organization to achieve its mission, managing problems and/or fostering change? How might the symbolic frame be understood from a theological perspective and in relationship to ministry? Nine- (Kouzes & Posner) Kouzes & Posner suggest that credibility is the foundation of leadership. What is credibility and why is it so important in leadership? How is credibility established in a ministry context? In chapters 4-5, the authors discuss the concept of shared vision. What is vision in a ministry setting, and how does a ministry leader go about fostering shared vision? Eleven- (Kouzes & Posner) In chapters 6-7, Kouzes & Posner describe the importance of innovation and change. What does it mean to challenge the process in a ministry setting? Why is this important? How does a ministry leader negotiate this without offending people and destroying community? In chapters 8-9, Kouzes & Posner argue that enabling others to act is a vital practice in effective leadership. Why is this so important to effective leadership? How do you enable others to act in a ministry setting and what are some of the challenges associated with doing it? Fourteen- (Crutchfield & McLeod-Grant) In chapter four (pp ), the authors talk about inspiring evangelists for the organization and its mission. They describe four guiding principles that have been proven effective for high performing non-profits. Identify and describe one of these four Rules of Engagement. One of the characteristics of the high performing non-profits described in Forces for Good was the ability to nurture networks (chapter 5). How might local church ministries foster networks to better achieve their mission? What are some specific examples that could be explored in your current or future ministry? In Forces for Good, Crutchfield & McLeod-Grant present The Cycle of Adaptation model (p. 132). Identify and describe the four aspects of the model, and then reflect on an area in your ministry that could benefit from such an innovative process. Crutchfield & McLeod-Grant argue that great non-profit leaders share power within their organizations (chapter 7). As a ministry leader, what are some specific ways that you can share power within your organization? 7

8 PAPERS AND PROJECTS Reflective Essay on Wright Text (15% of course grade) After reading the Wright text and pondering its substance and implications, craft a 6-8 page reflective essay. Within the essay, make sure to devote identifiable sections of the essay to the following areas: theology of servant leadership, influence with vision, influence with values, influence through relationships, influencing with accountability, and conclude with reflections on the transformational implications of this material for your life and ministry. The essay should not be a mere content summary of the author s ideas. Rather, the essay should be written in your own voice and be reflective in nature. This is an opportunity to interact with and react to the ideas advanced in the text (i.e., name the ideas, describe the ideas, and then reflect on them in relation to your understanding and practice of ministry leadership). In your essay, you will want to demonstrate knowledge of the text, critical thinking concerning the ideas of the text, an awareness of the interplay between theory and practice, and offer disciplined reflections on your own thoughts and experiences in relation to the key ideas of the text. See the grading rubric for this assignment located under Four in Moodle. The Wright reflective essay assignment must be submitted via the drop box for the assignment located in Moodle by October 4. Hard copy and submissions will not be accepted. Critical Review of Bolman and Deal (20% of course grade) The student is expected to prepare a 6-8 page critical review for the Bolman and Deal text. The review should consist of a one paragraph introduction followed by a content summary (2-3 pages), critical evaluation (2-3 pages), and reflection concerning the applicability of the material to organizational leadership in ministry settings (2-3 pages). See the grading rubric for this assignment located under Eight in Moodle. The Critical Review for Bolman and Deal must be submitted by the end of the day on November 1 via the drop box for the assignment located in Moodle. Hard copy and e- mail submissions will not be accepted. Reflective Essay on Crutchfield and McLeod-Grant Text (15% of course grade) After reading the Crutchfield and McLeod-Grant text and pondering its substance and implications, craft a 6-8 page reflective essay. Within the essay, make sure to devote identifiable sections of the essay to the following areas: advocacy and service, make markets work, inspire evangelists, nurture non-profit networks, art of adaptation, and share leadership. The essay should not be a mere content summary of the author s ideas. Rather, the essay should be written in your own voice and be reflective in nature. This is an opportunity to interact with and react to the ideas advanced in the text (i.e., name the ideas, describe the ideas, and then reflect on them in relation to your understanding and practice of ministry leadership). In your essay, you will want to demonstrate knowledge of the text, critical thinking concerning the ideas of the text, an awareness of the interplay between theory and practice, and offer disciplined reflections on your own thoughts and experiences in relation to the key ideas of the text. See the grading rubric for this 8

9 assignment located under Fifteen in Moodle. The Crutchfield and McLeod-Grant reflective essay assignment must be submitted via the drop box for the assignment located in Moodle by the end of the day on December18. Hard copy and submissions will not be accepted. Case Study Projects (30% of course grade- 15% each) The student will engage in critical analysis of two case study storylines (provided by professor) utilizing select theoretical points of view (frames) from Bolman and Deal (2013). The frames serve as tools in analysis, providing the student an opportunity to develop the discipline and skill to critically reflect on complex organizational problems. Each of the critical analysis of the case storylines should consist of the following: Storyline Summary (1 page)-this section should provide a summary of the case storyline with background on the organization, introduction if the main players, and identification of the core problem. Analysis (6-8 pages)-this section should provide disciplined analysis of the case storyline utilizing three of the four frames from Bolman & Deal (2013). The student should select the three frames most relevant to the analysis of the core problem of the case. Each section of the analysis should begin with a separate header (e.g., Human Resource Analysis) followed by a one paragraph summary of the key assumptions of the frame. For each frame selected, the student should draft a 2 page analysis section which offers critical reflection concerning how aspects of the frame aid in understanding the case (i.e., unpack the complexity of the case and provide understanding and meaning to the details of the case). Generally speaking, four to five threads or talking points should be addressed per frame. This should include reflections on how the theory of the frame helps bring clarity concerning the nature of the problem in the case and deepened understanding concerning the contributing factors to the central problem or conflict. Recommendations (1 page)-this section should provide a succinct summary statement concerning the central problem, followed by a bullet-point outline of recommendations (corrective action steps) to resolve the conflict or problem and move the organization to a higher level of well-being. It should be ordered and guided by the frames selected and the analysis. The recommendations should be brief one to two sentence statements. These can be crafted as bullet points and organized under the following headers: Structural Recommendations, Human Resource Recommendations, Political Recommendations, and Cultural Recommendations. The case analysis assignments must be submitted on-time via the drop box for the assignment located in Moodle. Hard copy and submissions will not be accepted. Due dates: Case Study Analysis #1- Due by November 15 ( Ten) Case Study Analysis #2- Due by December 6 ( Thirteen) 9

10 COURSE SCHEDULE & REQUIREMENTS Date One: Sept Two: Sept Three: Sept Four: Sept. 28- Oct. 4 Five: Oct Six: Oct Seven: Oct Eight: Oct. 26- Nov. 1 Nine: Nov. 2-8 Description Begin reading Wright text Assignment Due: Review of course syllabus and audio files for course located in Moodle- Due by Sept. 13 Online Interaction: Post Personal Introduction- Due by Sept. 9 Wright (Chapters 1-3) On-line Interaction: Two original posts-due by Sept. 16 On-line Interaction: Two response posts-due by Sept. 20 Wright (Chapters 4-6) On-line Interaction: Two original posts-due by Sept. 23 On-line Interaction: Two response posts-due by Sept. 27 Bolman and Deal (Chapters 1-5) Wright Reflective Essay- Due: Oct. 4 Bolman and Deal (Chapters 6-11) On-line Interaction: Two original posts-due by Oct. 7 On-line Interaction: Two response posts-due by Oct. 11 Bolman & Deal (Chapters 12-14) On-line Interaction: Two original posts-due by Oct. 14 On-line Interaction: Two response posts-due by Oct. 18 Bolman & Deal (Chapters 15-18) Bolman & Deal (Chapters 19-21) Assignments: Critical Review for Bolman and Deal- Due by Nov. 1 Kouzes and Posner (Chapters 1-5) Assignments: On-line Interaction: Two original posts-due by Nov. 4 On-line Interaction: Two response posts-due by Nov. 8 10

11 Ten: Nov Eleven: Nov Twelve: No Readings Assignments: Case Study Assignment #1- Due by Nov. 15 Kouzes and Posner (Chapters 6-9) Assignments: On-line Interaction: Two original posts-due by Nov. 18 On-line Interaction: Two response posts-due by Nov. 22 Kouzes and Posner (Chapters 10-12) Nov Thirteen: Nov. 30- Dec. 6 Fourteen: Dec Fifteen: Dec Crutchfield & Grant (Chapters 1-5) Case Study Assignment #2-Due by Dec. 6 Crutchfield & Grant (Chapters 6-9) On-line Interaction: Two original posts-due by Dec. 9 On-line Interaction: Two response posts-due by Dec. 13 Completion of course evaluation Submit Reflective Essay on Crutchfield & Grant by Dec. 18 Complete course evaluation by Dec. 18 EVALUATION CRITERIA Grading Grades for individual assignments and the overall course grade will be determined using the following grading scale: Grade Score Grade Score A C A C B C B D B F Below 66 11

12 Late Work Policy Student work must be submitted into the drop box within Moodle by 11:59 pm on the date the assignment is due (per schedule above). Student work submitted after the posted due date, without prior approval from the course facilitator, will receive grade reduction according to the following: Within the first week after the due date: One full letter grade reduction for the assignment (e.g., "A" will become a "B"). After the first week but before the end of the second week: Two full letter grade reduction for the assignment (e.g., "A" will become a "C"). After two weeks beyond the due date: "F" grade for the assignment. Final Grade: Percentages by Assignments Wright Reflective Essay- 15% Bolman & Deal Critical Review-20% Crutchfield and McLeod-Grant Reflective Essay-15% On-line Posts- 20% Case Study Analysis #1-15% Case Study Analysis #2-15% Grading Rubrics Grading for course assignments will be conducted on the basis of the following grading rubrics: Threaded Discussions in Moodle Number of posts (14 original posts and 14 response posts). Length of posts ( words). Theoretical substance, critical reflection, substantive application and overall quality. Reflective Essays Length of essay (target 6-8 pages). Demonstrated understanding of central ideas of text. Writing in one s own voice Depth of critical reflection. Quality and clarity of writing and grammar Fulfilling requirement to post final draft into drop box in Moodle Critical Reviews Length of Review (6-8 pages) Demonstrated understanding of key concepts of texts Depth of critical thought and interaction with theoretical substance of readings. Reflective quality concerning implications and application of central ideas of text 12

13 Quality and clarity of writing, including grammar, flow of thought, and proper citation of sources Fulfilling requirement to post final draft into drop box in Moodle Case Studies Length of analysis (8-10 pages). Summary of storyline, players and central problem. Depth of critical reflection in analysis using three frames from Bolman and Deal Substantive and credible recommendations based on analysis and ordered by frames Quality and clarity of writing, including grammar and proper citation of sources. Fulfilling requirement to post final draft into drop box in Moodle BIBLIOGRAPHY Abinger Institute (2010). Leadership and Self-Deception. San Francisco: Berrett-Koehler. Argyris, C. & Schon, D. (1996). Organizational Learning II: Theory, Method, and Practice. New York: Addison-Wesley Publishing Company. Bolman, L. G. & Deal, T. E. (2013). Reframing Organizations: Artistry, Choice, and Leadership (3 rd edition). San Francisco: Jossey-Bass Publishers. Bolman, L. G. & Deal T. E. (2001). Leading with Soul: An Uncommon Journey of Spirit. SanFrancisco: Jossey-Bass. Bossidy, L. and Charan, R. (2002). Execution: The Discipline of Getting Things Done. New York: Crown Business/Random House. Branson, M.L., & Martinez, J.F. (2011). Churches, Culture & Leadership: A Practical Theology of Congregations and Ethnicities. Downers Grove: Intervarsity Press. Bryson, J. (2011). Strategic Planning for Public and Nonprofit Organizations: A guide to strengthening and sustaining organizational achievement (4th edition). San Francisco: Jossey-Bass. Cameron, K. S. & Quinn, R. E. (1999). Diagnosing and Changing Organizational Culture. New York: Addison-Wesley Publishing Company. Carson, D. (1993). The Cross and Christian Ministry: Leadership Lessons from I Corinthians. Grand Rapids: Baker Books. Collins, J. (2001). Good to Great. New York: Harper Business. 13

14 Collins, J. (2004). Built to Last (4 th Edition). New York: Harper Collins Books. Collins, J. (2005). Good to Great and the Social Sectors: A Monograph to Accompany Good to Great. Crutchfield, L. & McLeod-Grant, H. (2012). Forces for Good: The Six Practices of High- Impact Nonprofits. San Francisco: Jossey-Bass. Eckel P. D. & Kezar A. (2003). Taking the Reins. American Council on Education. Westport, CT: Praeger Publishers. Fagerstrom, D. (2006). The Ministry Staff Member. Grand Rapids: Zondervan. Goleman, D. (2004). Primal Leadership: Realizing: The Power of Emotional Intelliegence. Boston: Harvard Business Review Press. Hamm, J. (2011). Unusually Excellent: The Necessary Nine Skills Required for the Practice of Great Leadership. San Francisco: Jossey-Bass. Herrington, J., Creech, R., & Taylor, T. (2003). The Leader s Journey: Accepting the Call to Personal and Congregational Transformation. San Francisco: Jossey-Bass. Kotter, J. P. (1996). Leading Change. Boston: Harvard Business Review Press. Kouzes, J. M. & Posner, B.Z. (2011). Credibility: How Leaders Gain and Lose It and Why People Demand It. San Francisco: Jossey-Bass. Kouzes, J. M. & Posner, B. Z. (2012). The Leadership Challenge (5th edition). San Francisco: Jossey-Bass Publishers. Kouzes J. M. & Posner B.Z. (2010). The Truth About Leadership. San Francisco: Jossey- Bass. Lawler III, E., & Worley, C. (2006). Built to Change: How to Achieve Sustained Organizational Effectiveness. San Francisco: Jossey-Bass. Logan, D., King, J., Fischer-Wright, H. (2011).Tribal Leadership: Leveraging Natural Groups to Build a Thriving Organization. New York: Harper Business. Malphurs, A. (2003). Being Leaders: The Nature of Authentic Christian Leadership. Grand Rapids: Baker Books. Morgan, G. (1997). Images of Organization (2nd Edition). Thousand Oaks, CA: Sage Publications. 14

15 Northouse, P. G. (2010). Leadership: Theory and Practice (5 th Edition). Thousand Oaks: Sage. O Connor, J. & McDermott, I. (1997). The Art of Systems Thinking. San Francisco: Thorsons/Harper Collins Publishers. Rogers, E. (1995). Diffusion of Innovations (5th Edition). New York: The Free Press. Rosenbach, W. E. & Taylor, R. L. (Eds.) (2001). Contemporary Issues in Leadership. Fifth Edition. Cambridge, MA: Westview Press. Scott, W. R. (1998). Organizations: Rational, Natural, and Open Systems. Upper Saddle River, New Jersey: Prentice Hall. Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of the Learning Organization. New York: Currency/Double Day. Senske, K. (2003). Executive Values: A Christian Approach to Organizational Leadership. Minneapolis: Augsburg Fortress Publishers. Shein, E.H. (2010). Organizational Culture and Leadership. Fourth Edition. San Francisco: Jossey-Bass. Sipe, J. W. & Frick D. M. (2009). Seven Pillars of Servant Leadership. Mahwah, NJ: Paulist Press. Spears, L. & Lawrence, M. (Eds.) (2004). Practicing Servant Leadership. San Francisco: Jossey-Bass. Spears, L. C. (Ed.) (1998). Insights on Leadership: Service, Stewardship, Spirit, and Servant-Leadership. New York: John Wiley & Sons, Inc.. Wright, W.C. (2009). Relational Leadership: A Biblical Model for Influence and Service (2 nd edition). United Kingdom: Paternoster Press. Yukl, G. (1998). Leadership In Organizations (4th Edition). Prentice Hall. 15