MLC 640_Wherry

Bellevue University – College of Arts and Sciences
MLC 640 Leadership Theories and Research
MLC 640_Heather Wherry Page 1 of 22
Sections T302 & T303
3 Credit Hours, 12 Weeks
Online Syllabus
Instructor Name: Heather M. Wherry, Ph.D.
Instructor Contact Methods: email: heather.wherry@bellevue.edu or 402-430-4672
Program Director Information: Please see Staff Information tab
Academic Advisor Information: Please see Staff Information tab
Course Textbooks:
Yukl, G. (2010). Leadership in organizations (8th
ed.). Saddle River, NJ: Prentice Hall.
Wren, T.J. (Ed.). (1995). The leader’s companion: Insights on leadership through the ages. New York, NY:
The Free Press.
The journal readings and videos have been placed under the MLC 640 Journal Readings link in the
Leadership Studies libguide. Here is the link: http://libguides.bellevue.edu/leadershipstudies
Course Description:
This course explores the field of leadership through classic readings and research on such topics as the
history of leadership, leader disposition, motivation, charismatic leadership, transformational
leadership, and servant leadership. Emphasis will be placed on critiquing contemporary leadership
research that addresses current leadership challenges for individuals, groups, and organizations.
Course Prerequisites: None
Course Objectives: Students who successfully complete this course should be able to:
1. Critique leadership research.
2. Differentiate and analyze leadership constructs in an organization.
3. Assess the impact of motivation tactics on performance at the individual, group and organizational
levels.
4. Analyze the use of power and influence in relation to leadership and organizational outcomes.
Academic Honesty Policy
Bellevue University is committed to academic excellence. Academic honesty from all University
members is essential in achieving that objective. Academic honesty includes adherence to guidelines
established by the instructor in a particular course. It prohibits representing the work of others to be
one’s own (plagiarism*); tampering with library, computer or student materials; or facilitating
dishonesty by others.
Penalties for academic dishonesty may range from a grade of “F” on the work in question or for the
course to expulsion from the University. The Student Handbook provides detailed information
pertaining to academic dishonesty, including procedures for determining disciplinary action.
*Plagiarism shall be defined as appropriation of the words, or ideas, or creations of another without
crediting the source.

Online Attendance Policy
Attendance is mandatory. Online students are required to routinely log-into Blackboard and submit their
assignments as scheduled by the syllabus. The student will receive a letter of nonattendance if the
student has not logged-in to their course or submitted any assignments for more than seven
consecutive days per course. Nonattendance could impact a student’s ability to receive financial aid.
Online students encountering special situations which will prohibit them from accessing their course and
meeting their course obligations should contact their instructor.
Withdrawal Statement
Please contact your advisor and reference your student handbook regarding withdrawal from this
course or from the program. Failure to do so may have an adverse effect upon your financial aid and
academic standing at the University.
ADA Information:
Bellevue University seeks to provide reasonable accommodations for all qualified persons with
disabilities. If a student has a disability that qualifies under the Americans with Disabilities Act
(ADA/ADAAA) and requires accommodations, it is the student's responsibility to register with Disability
Services (DS) in a timely fashion to arrange for suitable accommodations. Disabilities covered by ADA
may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact
DS if they are not certain whether a medical condition/disability qualifies. Students with temporary
medical impairments are also encouraged to contact Disability Services. Disability Services is located in
the R. Joe Dennis Learning Center, Room 579. To contact Disability Services please call 402.557.7417 or
800.756.7920 ext. 7417 or email disability@bellevue.edu. For additional information, please consult the
Student Disability Guide at http://www.bellevue.edu/services/content/pdfs/disability-services.pdf
Course Expectations:
1. Students and instructors will prepare and participate in all course discussions.
2. Students are expected to respond to, verify, challenge, or otherwise expand upon fellow student’s
comments each week throughout the course. (A substantive reply to a minimum of two student’s
postings per assignment is required.)
a. Initial Discussion Board posts are due by the 3rd
day of each week. Failure to post the first post by the
deadline will result in zero points for that week’s discussion board assignment.
b. A substantive reply to a minimum of two student’s postings per assignment is required.
3. All assignments are due by the prescribed date. Coordinate with the instructor ahead of time if you are in
a situation which may cause a late posting.
4. In the event of an unexpected system-level outage or scheduled maintenance period, no penalties will
result from late posts or assignments.
5. Should you experience technical difficulties, please click on the Technical Support tab for assistance. In
addition, send a service request with a description of the problem to helpdesk@bellevue.edu.
6. Missing more than seven consecutive days in a course requires your name to be submitted for non-
attendance to the office of Academic Affairs.
7. All assignments (unless otherwise indicated) will follow APA 6th
Edition formatting.

Class Courtesy:
All students have a right to express their opinion. Each student shall respect this right and allow other
students to express their opinion.
Instructor Expectations:
1. The instructor will respond to students’ questions within 48 hours, excluding weekends and
holidays.
2. The instructor will submit assignment grades in a timely manner.
3. Feedback on assignments will be given weekly.
4. If the instructor is unable to meet the above expectations, he/she will notify the students.
5. Final course grades will be submitted to the Registrar’s office within 10 days after the course has
ended.
6. The final grade is determined by the total points accumulated. Should a student request additional
time to complete assignments, due to an unforeseen tragedy, the Instructor and the Program
Director will discuss the options possible.
Discussion Boards:
During certain weeks of this course, students will be asked to reply to several questions on the Discussion
Board. The purpose is to create an interactive dialogue that draws from the experience of the entire class to
create a body of material that has value to everybody.
Our class starts on Monday, 08/26/13:
 Discussion board posts are due by 11:59 p.m. (Central) on the fifth day of the week (Friday).
 Replies are due by 11:59 p.m. (Central) on the seventh day of the week (Sunday).
Students must reply to a minimum of two (2) posts. However, it is expected that graduate students are
highly engaged in online discussions of pertinent topics for the week. Replies need to be substantive
e.g. state and support your position on your classmate’s response, ask questions, etc. A reply such as “I
agree” will not meet the assignment criteria.
Article Critiques:
In this assignment, students will critique a peer-reviewed or scholarly research article that is provided in
each week’s reading assignment list. The template for completion of the article critique is available in
the Week 1 assignment folder in Blackboard. Submit the article critique through the assignment link in
each week’s assignment folder.
Assignments:
In addition to discussion board questions and article critiques, there will be written assignments to be posted
using APA 6th
edition formatting as a Word document in the Assignment Section of Blackboard. Cover sheets,
abstracts, and cited references are required. Only the instructor will view these assignments and provide
feedback to the student; only the student may view these instructor comments. Please read very carefully the
instructions for each assignment throughout the course.
 Article critiques are due by 11:59 p.m. (CDT) on the seventh day of the week (Sunday).
 Assignments are due by 11:59 p.m. (Central) on the seventh day of the week (Sunday).

Bellevue University – College of Arts and Sciences MLC 640 Leadership Theories and Research
Month Mon Tue Wed Thu Fri Sat Sun
Aug
2013
26 Class Begins
Week 1
27 28 29 30
Discussion Board Post
31 1
 Article Critique
 Observational Journal
 Discussion Board Replies
Sep
2013
2
Week 2
3 4 5 6
7 8
Discussion Board Replies
9
Week 3
10 11 12 13
14 15
16
Week 4
17 18 19 20
21 22
23
Week 5
24 25 26 27
(no article critique due)
28 29
 Transformational
Leadership Paper
30
Week 6
1 2 3 4
5 6
Oct
2013
7
Week 7
8 9 10 11
12 13
14
Week 8
15 16 17 18
19 20
21
Week 9
22 23 24 25
26 27
 Organization Motivation
PowerPoint Presentation
28
Week 10
29 30 31 1
2 3
Nov
2013
4
Week 11
WORK ON FINAL
5 6
(not graded)
7 8
9 10
(not required to reply to
discussion board)
11
Week 12
WORK ON FINAL
12 13 14 15 16 Class Ends 17
FINAL DUE: Applied
Leadership Assessment
Project
*Refer to the syllabus for details for each assignment.

Course Grading Information:
There are 550 total points possible for the course. Your final total points will be divided by 550 total
possible points, for a percentage that determines your final letter grade as outlined below:
A 94% or above
A- 90 – 93%
B+ 87 – 89.9%
B 84 – 86.9%
B- 80 – 83.9%
C+ 77 – 79.9%
C 74 – 76.9%
C- 70 – 73.9%
D 60 – 69.9%
F below 60%
***Bellevue University does not recognize A+. In graduate programs, a C- or below is not considered a
passing grade.
Late Assignment Policy
Late assignments are not accepted unless approved by the instructor ahead of time.

COURSE OVERVIEW
Details for each week’s reading, discussion topic, article for critique, and accompanying assignments, are
found in Blackboard, under the Assignment tab for each week of the course. The following course
schedule provides an overview of assignment and the number of points for each assignment.
Course Schedule Possible
Points
Points
Earned
1.1 Discussion Board Question 10
1.2 Article Critique 10
1.3 Observational Journal (assignment) 50
2.3 Big 5 Personality and Leadership Traits Paper (assignment) 50
3.3 Self-Critique of Leadership Behavior (assignment) 50
5.2 Transformational Leadership Paper (assignment) 50
6.1 Discussion Board Question One 10
6.2 Discussion Board Question Two 10
9.2 Organization Motivation PowerPoint Presentation (assignment) 50
11.1 Discussion Board Not graded
12.2 Applied Leadership Assessment Project (assignment) 100
Total 550

ASSIGNMENTS
It is recommended that students review ALL of the assignments for this course in order to plan their
time accordingly.
Week 1: Introduction to Leadership
Leaders are tasked not only with the managerial and administrative activities of a department or
organization, but with the leadership and development often associated with improving individual and
organizational outcomes. The first week of MLC 640 will focus on creating a foundation of leadership
knowledge based on past research and literature in the broad field of leadership. Although some
literature is not specifically targeting a specific industry, it should be simple to extrapolate the key
findings and assumptions to leadership within your organization.
Reading Assignments
Textbooks:
Yukl – Chapters 1, 2
Wren – Chapters 1, 2, 7, 8, 9
Articles:
Cronin, T. (n/d). Reflections on Leadership, Center for Strategic Leadership Studies
http://www.au.af.mil/au/awc/awcgate/navy/reflections_on_leadership.htm
Kilburg, R. R., & Donohue, M. D. (2011). Toward a “grand unifying theory” of leadership: Implications for
consulting psychology. Consulting Psychology Journal: Practice and Research, 63(1), 6-25.
doi:10.1037/a0023053
http://ezproxy.bellevue.edu:80/login?auth=bb&url=http://search.proquest.com/docview/8603
98782?accountid=28125
Use this article for assignment 1.2 – the Article Critique (TIP – click on the Full Text-PDF button)
Sauer, S. J. (2011). Taking the reins: The effects of new leader status and leadership style on team
performance. Journal of Applied Psychology, 96(3), 574-587. doi:10.1037/a0022741
Review this video on how to read a research paper prior to this week’s assignments.
http://idcontent.bellevue.edu/content/id/index.php?id=317
1.1 Discussion Board Question
In your own words, what is your definition of leadership? Based on your readings of various theories
and models of leadership, and your own experience, how would you characterize/categorize your
leadership style?
1.2 Article Critique
Peer-reviewed or refereed journals use a process of peer reviewing prior to publishing any work or
article. Through peer reviewing, experts in the respective journal’s field or area of specialty assess the
draft and provide the author with feedback. Only articles that have passed through this process are
published in the journal, resulting in sound practice and scholarship in the field of study.

Not all scholarly journals go through a peer review process, but it’s generally considered that a peer-
reviewed journal is also a scholarly journal. Scholarly journals include articles written by experts in a
particular field and focus on pertinent research and academic study. Research studies in scholarly
journals will include an abstract; introduction or purpose; description of the sample or subjects
included in the study; the methodology used to analyze the sample; results or findings of the study;
discussion and finally, the conclusion.
DO NOT mistake a peer-reviewed or scholarly journal article with a white paper, magazine article or
professional journal article. If you don’t see the elements underlined above, it’s probably not an
academic research article. Professional journal articles are useful, specifically when discussing a specific
technology or industry. However, they usually do not provide a scientific or experimental design
approach to research.
Discerning research methodologies are important when evaluating research articles. Typically, three
different types of methodologies are used to analyze a study. They include quantitative, qualitative and
mixed-methods research. Here are two videos that will help describe each method:
Quantitative versus Qualitative Research http://www.youtube.com/watch?v=ddx9PshVWXI
Mixed-Methods http://www.youtube.com/watch?v=JbOVf6CaEVs
In this assignment, students will critique a peer-reviewed or scholarly research article that is provided in
the Week 1 reading assignment list (the Sauer (2011) article). The template for completion of the article
critique is available in this week’s assignment folder in Blackboard. Submit the article critique through
the assignment link in the Week 1 assignment folder.
http://idcontent.bellevue.edu/content/id/flash.php?id=65
1.3 Observational Journal
Observe a leader(s) in action. Document your observation of what the leader looks like, how the leader
behaves, interacts, communicates, makes decisions, resolves conflict, etc. Is there delineation between
leadership and management? If so, provide an example. Provide a summary of your observations.
The leader you observe must be someone you have regular contact with as a peer or direct report. If
you are currently not working, contact your instructor for directions.
2-4 pages
APA formatting is not required.
No additional references required.

Week Two: Trait Research in Leadership
When we think of leaders, usually the first thing that comes to mind is certain traits for what we think
make an effective leader. Early research into leadership focused on traits and what leaders “looked
like.” As you’ll see in this week’s discussion and assignments, leadership traits don’t always correlate to
effective leadership. You can decide for yourself.
Reading Assignments
Textbook:
Yukl – Chapter 6
Wren – 23, 24
Articles:
Brown, F. W. & Reilly, M. D. (2008). The Myers-Briggs type indicator and transformational leadership.
Journal of Management Development, 28(10), 91-932.
Giberson, T. R., Resick, C. J., Dickson, M. W., Mitchelson, J. K., Randall, K. R., & Clark, M. A. (2009).
Leadership and organizational culture: Linking CEO characteristics to cultural values. Journal of
Business Psychology, 24, 123-137.
Kirkpatrick, S. A. & Locke, E. A. (1991). Leadership: Do traits matter? The Academy of Management
Perspectives, 5(2), 48-60.
Kornor, H. & Nordvik, H. (2004). Personality traits in leadership behavior. Scandinavian Journal of
Psychology, 45, 49-54.
http://ezproxy.bellevue.edu:80/login?auth=bb&url=http://search.ebscohost.com/login.aspx?dir
ect=true&db=mnh&AN=15016278&site=ehost-live
Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62(1), 6-16.
860?accountid=28125
Videos:
From Good to Great: What Defines a Level V Leader?
http://www.youtube.com/watch?v=q-KyQ90XByY
About Leadership: the effects of character traits on leadership
http://www.youtube.com/watch?v=yp8iTtDaGkY
Self-Assessment:
The Big 5 Personality Test
http://www.outofservice.com/bigfive/

Are leaders born or made? Is leadership a trait or state? Argue your case for either side. Provide at
least one supporting article to help make your case.
Use the Brown and Reilly (2008) article from this week’s reading assignments for this week’s article
critique. Submit the article critique through the assignment link in the Week 2 assignment folder.
2.3 Big 5 Personality and Leadership Traits Paper
Ask the same person you observed in the 1.3 Observational Journal assignment to complete the Big 5
Personality Test. How do the results of this assessment compare or contrast to your observations from
Week One? Use supporting research to substantiate your assumptions and analysis.
Maximum 5 pages. APA required. Minimum of three academic references.

Week Three: Behavioral Approaches
From trait-based observations, research in leadership evolved to what leaders DO rather than what they
look like. This week we’ll be examining leadership behaviors and how they are manifested within an
organizational setting and within you. There is a self-assessment that you will complete this week. Keep
in mind how your own self-awareness may or may not affect your perception and perspective of
effective leadership.
Reading Assignments
Textbooks:
Yukl – Chapters 3
Wren – Chapters 25, 26, 27
Article:
Braynion, P. (2004). Power and leadership. Journal of Health Organization and Management, 18(6), 447-
463. Retrieved from
http://search.proquest.com.ezproxy.bellevue.edu/docview/197380855?accountid=28125
Harland, L., Harrison, W., Jones, J. R., & Reiter-Palmon, R. (2004). Leadership behaviors and subordinate
resilience. Journal of Leadership & Organizational Studies, 11(2), 2-14. Retrieved from
Sosik, J. J., & Dionne, S.D. (1997). Leadership styles and Deming's behavior factors. Journal of Business &
Psychology, 11(4), 447-462. Retrieved from
http://web.ebscohost.com.ezproxy.bellevue.edu/ehost/detail?sid=1283c165-d749-4c56-97d3-
28b308cb0799%40sessionmgr114&vid=1&hid=114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3
d#db=bth&AN=12495406
Self-Assessment:
The Blake and Mouton Managerial Grid is available in the Week 3 Assignment Folder
What do effective leaders DO that makes them effective. Would you label the leader good or bad based
on the behavior? Why?
Use this article:
Harland, L., Harrison, W., Jones, J. R., & Reiter-Palmon, R. (2004). Leadership behaviors and subordinate
resilience. Journal of Leadership & Organizational Studies, 11(2), 2-14.
Submit the article critique through the assignment link in the Week 3 assignment folder.
3.3 Self-Critique of Leadership Behavior
Based on your self-assessment using the Blake and Mouton Managerial Grid, assess your own preferred
behavioral leadership style and where you think you belong on the grid. Are you where you want to be
given your current position and organization?

Provide anecdotal evidence of behaviors in support of your perspective on behavioral leadership. In
addition, provide academic research articles in support of your assessment.
• Maximum of 5 pages, not including title page, abstract, references or appendices.
• APA format required.
• Minimum of TWO academic and/or professional trade journal references.

Week Four: Transformational Leadership, Part 1
Transformational leadership has emerged as one of the “gold standards” and most studied leadership
theories in contemporary literature. So what constitutes a “transformational leader” and why are they
so popular? This week we’ll examine transformational leadership in depth to provide some insight on
the perspectives transformational leaders have toward their followers.
Reading Assignments
Textbook:
Yukl – Chapter 9
Wren – Chapters 19, 20, 21
Articles:
Barbuto, Jr. J. E. (1997). Taking the charisma out of transformational leadership. Journal of Social
Behavior and Personality, 12(3), 689-697.
Walumbwa, F. O., Avolio, B. J. & Zhu, W. (2008). How transformational leadership weaves its influence
on individual job performance: The role of identification and efficacy beliefs. Personnel
Psychology, 61(4), 793-825.
What are some similarities and differences between charismatic and transformational leadership? What
can leaders do to become more transformational?
Use the Walumbwa, Avolio and Zhu (2008) article for the article critique this week. Submit the article
critique through the assignment link in the Week 4 assignment folder.

Week Five: Transformational Leadership, Part 2
Research in transformational leadership tends to incorporate a behavioral and contingency approach to
leadership. This week, the focus for transformational leadership is on the antecedents or contributing
factors to being a transformational leader. Specifically, we’ll discuss the “4 I’s” of transformational
leadership and the Full Range Model of leadership.
Reading Assignments
Textbooks:
Yukl – Chapter 9 Wren – none
Articles:
Bass, B., Jung, D. I., Avolio, B. J. & Berson, Y. (2003). Predicting unit performance by assessing
transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207-218.
Clements, C., & Washbush, J. (1999). The two faces of leadership: Considering the dark side of leader-
follower dynamics. Journal of Workplace Learning, 11(5), 170-175.
Deluga, R. J. (1988). Relationship of transformational and transactional leadership with employee
influencing strategies. Group and Organizational Studies, 13, 456-467.
Kendrick, J. (2011). Transformational leadership. Professional Safety, 56(11), 14-14.
Kirkbride, P. (2006). Developing transformational leaders: the full range leadership model in action.
Industrial and Commercial Training,38(1), 23-32.
Using the “4 I’s” of transformational leadership, how do transformational leaders drive organizational
outcomes?
5.2 Transformational Leadership Paper
Select a leader in your organization. Using the readings and additional, external research, assess the
leader with regard to demonstrated or exhibited transformational characteristics and constructs. What
does the leader do that is indicative of transformational leadership? Provide anecdotal examples. Or,
maybe the leader does not exhibit transformational characteristics. Include a brief overview of the
leader’s position in the organization.
Max 10 pages, not including title page, abstract, references or appendices. APA required. A minimum
of 5 academic references are required. Do not use magazines, websites, blogs, white papers, etc.

Week Six: Contingency Theories and Models, Part 1
The premise of contingency models of leadership state that, “Leadership is contingent upon …” In other
words, virtually anything could contribute to the effectiveness of leadership; it’s contingent upon a lot of
things. The situation or context, relationship with subordinates, budgets, locale, age and gender,
experience and a multitude of other factors, according to contingency models, will affect leadership.
This week, we’ll be introduced to contingency models and begin exploring this approach to effective
leadership.
Reading Assignments
Textbooks:
Yukl – Chapter 8
Wren – Chapter 18
Articles:
Lee, J. (2005). Effects of leadership and leader-member exchange on commitment. Leadership &
Organization Development Journal, 26(7), 655-672.
Zacher, H., Rosing, K., Henning, ,T. & Frese, M. (2011). Establishing the next generation at work: Leader
generativity as a moderator of the relationships between leader age, leader-member exchange,
and leadership success. Psychology and Aging, 26(1), 241-252.
6.1 Discussion Board Question One
What are some of the factors that affect leadership effectiveness in your organization? “Leadership is
contingent upon _______.” This week, provide a research article reference to support your position.
6.2 Discussion Board Question Two
Within your organization, what is leadership contingent upon? As with 6.1, provide an additional
research article reference to support your position.
Use the Lee article for the article critique this week. Submit the article critique through the assignment
link in the Week 6 assignment folder. http://idcontent.bellevue.edu/content/id/flash.php?id=65

Week Seven: Contingency Theories and Models, Part 2
This week, we move into exploring how contingencies, specifically the situation, drives or dictates the
most effect means of leadership. As we’ll see, the situation often varies between employees, thus
requiring the leader to be aware and adapt to the situation.
Reading Assignments
Textbooks:
Yukl – Chapter 4
Wren – 32
Articles:
Blake, R. R., & Mouton, J. S. (1981). Management by grid principles or situationalism: Which? Group &
Organization Studies (Pre-1986), 6(4), 439-439.
Hersey, P., & Blanchard, K. H. (1982). Grid principles and situationalism: Both! A response to Blake and
Mouton. Group & Organization Studies (Pre-1986), 7(2), 207-207.
Blake, R.R., & Mouton, J.S. (1981). Grid principles versus situationalism: A final note. Group and
Organization Studies, 7, 211-215.
Pertusa-Ortega, E. M., Molina-Azorin, J. F., & Claver-Cortes, E. (2010). Competitive strategy, structure
and firm performance: A comparison of the resource-based view and the contingency approach.
Management Decision, 48(8), 1282-1303.
http://ezproxy.bellevue.edu:80/login?Auth=bb&url=http://search.proquest.com/docview/7494
Vroom, V. H. & Jago, A. G. (2007). The role of the situation in leadership. American Psychologist, 62(1),
17-24.
Blake/Mouton and Hersey/Blanchard have been debating the validity of their respective contingency
models of leadership for some time. Provide some pros and cons to both models and pick a side. Justify
your position using the research presented in the articles.
Use the Pertusa-Ortega article for the article critique this week. Submit the article critique through the
assignment link in the Week 7 assignment folder.

Week Eight: Servant Leadership
This week we’ll explore an emerging theory of leadership. Servant leadership, although it’s been around
in some form or another since the 15th
century (Lau Tzu), is focused on the relationship with the follower
as being service-based and centered on the well-being and development of followers.
Reading Assignments
Textbooks:
Yukl – Chapter 13
Wren – Chapter 4, 15, 16, 33
Articles:
Bambale, A., Shamsudin, F., & Subramaniam, C. (2011). Stimulating organizational citizenship behavior
(OCB) research for theory development: Exploration of leadership paradigms. International
Journal of Academic Research in Business and Social Sciences, 1(22226990), 48-69.
702?accountid=28125
Barbuto, J., & Wheeler, D. (2006). Scale development and construct clarification of servant leadership.
Group and Organizational Management, 31, 300-326.
307?accountid=28125
Ebener, D. R. & O’Connell, D. J. (2010). How might servant leadership work? Nonprofit Management &
Leadership, 20(3), 315-335.
http://ezproxy.bellevue.edu:80/login?auth=bb&url=http://search.ebscohost.com/login.aspx?dire
ct=true&db=bth&AN=48490646&site=ehost-live
Savage-Austin, A. R. & Honeycutt, A. (2011). Servant leadership: A phenomenological study of practices,
experiences, organizational effectiveness, and barriers. Journal of Business & Economics
Research, 9(1), 49-54.
Sendjaya, S. & Sarros, J.C. (2002). Servant leadership: Its origins, development, and application in
organizations. Journal of Leadership and Organization Studies, 9(2), 57-64.
Vinod, S. & Sudhakar, B. (2011). Servant leadership: A unique art of leadership. Interdisciplinary Journal
of Contemporary Research in Business, 2(11), 456-467.
Video
Tom Peters on Servant Leadership: http://www.youtube.com/watch?v=BHIKRmEaC6Y
8.1 Discussion Board Question: Can a servant leader exist in an organization?

Use the Savage-Austin & Honeycutt (2011) article for the article critique this week. Submit the article
critique through the assignment link in the Week 8 assignment folder.

Week Nine: Leadership and Motivation
A key competency for any leader is the ability to motivate employees to attain a higher level of
individual, group and organizational outcomes. However, the research on motivation remains mixed
with regard to employee motivation. Can a leader motivate a follower, or can the leader only provide
an environment for a follower to be motivated? We won’t be able to answer that question, but during
Week 9, we’ll examine several threads of research that discuss ways in which employees are motivated.
Reading Assignments
Textbook:
Yukl – none Wren – Chapters 44 & 55
Articles:
Barbuto, J. (2005). Motivation and transactional, charismatic, and transformational leadership: A test of
antecedents. Journal of Leadership & Organizational Studies, 11(4), 26-40.
Campion, M. A. & Thayer, P. W. (1987). Job design: Approaches, outcomes and trade-offs.
Organizational Dynamics, 15(3), 66-79.
ect=true&db=mth&AN=4636294&site=ehost-live
Furnham, A., Eracleous, A., & Chamorro-Premuzic, T. (2009). Personality, motivation and job
satisfaction: Hertzberg meets the big five. Journal of Managerial Psychology, 24(8), 765-779.
Herzberg, F. W. (1968). One more time, how do you motivate employees? Harvard Business Review,
46(1), 53-62.
ect=true&db=bth&AN=8796887&site=ehost-live
White Paper & Trade Journal Article (non-peer reviewed):
Barbuto, J., & Cummins-Brown, L. L. (2007) The 5 ways that people are motivated. UNL Extension-
Institute of Agriculture and Natural Resources.
http://www.ianrpubs.unl.edu/pages/publicationD.jsp?publicationId=874
Ford, E. L., & Fina, M. C. (2006). Leveraging recognition: Noncash incentives to improve performance.
Workspan, 19-22.
Video:
RSA Animate – Drive: The Surprising Truth About What Motivates Us
http://www.youtube.com/watch?v=u6XAPnuFjJc&feature=player_embedded

Do leaders motivate? Or, do they only establish an environment for employees to BE motivated? What
role does leadership have to do with motivating employees to attain higher levels of satisfaction,
performance and outcomes? Is any particular leadership style better at motivating employees? Provide
at least one academic reference to support your position.
9.2 Organization Motivation PowerPoint Presentation
How do leaders in your organization motivate employees? This week’s presentation should focus on the
various methods used to motivate employees in your organization, whether by individual managers
and/or leaders, or through organizational systems (i.e. formal rewards and recognition programs). Your
presentation should outline some of the various ways that employees are motivated.
Most importantly, critique how employee motivation is manifested in your organization. Are the
techniques appropriate? Where does motivation come from? Are managers and leaders getting the
desired results? How do you know? You may even consider asking employees what motivates them.
According to Ford (2007), how might you modify this question to get at an employee’s real motivation?
Refer to this week’s reading assignments and additional research to support your work.
Maximum 20 slides. Minimum of FIVE academic and/or professional journal references. APA
formatting is required.

Week Ten: Power and Influence
Power and influence are fundamental aspects of the leader-follower relationship. Within organizations,
power and influence have direct impact on leader performance and organizational outcomes.
Furthermore, the effect of power and influence on employee motivation is manifested in tactics used to
encourage, enable, and empower employee performance.
Reading Assignments
Textbook:
Yukl – 8
Wren – Chapter 45
Articles:
Charbonneau, D. (2004). Influence tactics and perceptions of transformational leadership. Leadership &
Organization Development Journal, 25(7), 565-576. Retrieved from
Julius, D., Baldridge, J., & Pfeffer, J. (1999). A memo from Machiavelli. The Journal of Higher Education,
70(2), 113-133.
Kanter, R. M. (1979). Power failure in management circuits. Harvard Business Review, 57(4), 65-65.
Pfeffer, J. (1992). Understanding power in organizations. California Management Review, 34(2), 29-29.
Self-Assessment:
How Mach Are You?
Complete the “How Mach Are You” self-assessment and discuss your results. Were you surprised at the
results or did it confirm what you already knew? How does society embrace or reject Machiavellian
behaviors?
Use the Charbonneau (2004) article for the article critique this week. Submit the article critique
through the assignment link in the Week 10 assignment folder.

Week Eleven: Work on final project.
Use this week to focus on your final leadership project due at the end of Week 12. An additional
discussion board has been created for you to use to have others in the course critique and offer
constructive feedback on your project. This discussion board is available for Weeks 11 and 12 and is not
a graded discussion board.
11.1 Discussion Board (non-graded)
Post a brief description of your topic for the Applied Leadership Assessment Project in Week 12.
Week Twelve: Applied Leadership Assessment Project
This is the final week of MLC 640 which is provides an opportunity to reflect on how your own views of
leadership have changed, if at all. This week you will be integrating many of the concepts, constructs,
and theories in an assessment of leadership in your own organization.
Using your own words, how do you define leadership? Does it differ from your Week 1 definition?
12.2 Applied Leadership Assessment Project
The final project in MLC 640 is a comprehensive assessment of individual leadership within an
organization of the student’s choice. Drawing from previous weeks’ readings, videos, and discussions,
students will assess an individual in a leadership role.
Your assessment project should include but is not limited to the following:
 Brief overview of the organization (background and history)
 Leadership hierarchy (organizational structure)
 Introduction of the leader being assessed in this project
 Analysis of leadership style(s) to include appropriate theoretical and conceptual support for
assumptions and observations (provide supporting research and citations)
 Critique of leader strengths and challenges
 Recommendations for leadership development
 Summary and conclusion
Presentation of your final project may be submitted in one of the following formats:
 Paper – max. 20 pages, APA required, minimum 10 references.
 PowerPoint – max. 25 slides, APA required, minimum 10 references.
Instructional videos on adding voice-over to a PowerPoint:
http://www.youtube.com/watch?v=QZp3jumnWUg
or
http://office.microsoft.com/en-us/powerpoint-help/add-narration-to-a-presentation-
HA001230306.aspx
If you choose to create a PPT, please do not place all of your text on the slides. Either do a voice-over
or type your text in the notes section. There is a sample PPT document in Course Documents for tips on
creating great PPT presentations.

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