COURSE SYLLABUS
ADM515 : PRINCIPLES OF LEADERSHIP
General Information
• Graduate College, Master of Administration Program
• ADM515 – Principles of Leadership
• 3 credit hours
• Instructor: Dr. Arnie Adler
Semester: Spring 2010
Credit Hours: 3
Instructor E-Mail WebCt e-mail
Office Hours: Via E-Mail as needed
Course Prerequisites: Admission to the Master of Administration Program
Course Description
Introduction to general leadership theory, knowledge, and skills.
Student Learning Expectations
1) Assess current leadership knowledge, skill, and disposition and devise a plan for
improvement.
2) Understand differing leadership theories, e.g. scientific, moral, transactional,
transformational, and situational and give specific examples of the merits and
use of each.
3) Understand the leadership eras and their effect on current administration.
4) Knowledge of current and classic books on leadership.
5) Knowledge and ability to use various leadership styles.
6) Understanding of the effects of a Machiavellian paradigm in today’s workplace.
7) Assess current leadership attributes, temperament, task versus people
perspective, ethical orientation, conflict style, motivation practices, and stress
and coping skills.
8) Gain insight into current practices, benefits, and burdens of leadership from
leader interviews.
9) Knowledge of responsibilities and methods of evaluation for desired leadership
position.
10) Organize experience, education, and accomplishments in developing a
professional resume and letter of application for desired leadership position.
11) Assess current knowledge and skill in essential leadership practices:
vision/planning, decision-making, communication, interpersonal/group
leadership, conflict/issue resolution, motivation/developing others,
power/ethics, culture/climate, change, and evaluation.
12) Write a leadership summary noting major beliefs, experience, and intended
practices of leadership with supportive evidence from the literature.
Course Structure/Approach
The online course is predominately self-paced with some assignments posted for
the class to review and discuss. Late assignments are subject to a daily 10% point
penalty. Feedback is given individually by the instructor.
Textbook and Required Materials
Machiavelli, Niccolo (Reissue, 1984). The Prince. Bantam Classics.ISBN-0553212788
Electronic Text available on
course homepage.
Goleman, Daniel, McKee & Boyatzis (2002). Primal Leadership: Realizing the
Power of Emotional Intelligence. Boston: Harvard University Press. ISBN-1-57851-486X
One additional book on leadership from the reading list or recommended by a
respected leader in your field and approved by the professor
Recommended Optional Materials/References (See attached reading list)
Course Outline(See Course Modules for guidelines and Calendar for dates)
Personal Assessments and Beliefs
Keirsey Temperament
Tasks versus People assessment
Conflict Style
Ethical Orientation
Motivation
Stress and Coping Strategies
Attributes of Leadership Assessment
Personal Beliefs Platform Assignment
Comparisons with the Leadership Knowledge Base
Eras of leadership – 1910 to present
Machiavelli Assignment
Leadership Interviews
Leadership Book Summaries
Primal Leadership Text
Introduction to Leadership Skills
Vision/Planning
Decision-Making
Communication
Interpersonal/Group Processes
Power, Style, and Ethics
Conflict and Issue Resolution
Motivation and Developing Others
Culture and Climate
Change
Evaluation
Resume, Letter of Application, and Job Description versus Job Performance Evaluation
Professional Development Plan
Final Leadership Platform
Writing Standards Policy
Master of Administration students must consistently demonstrate professional
standards in writing if they are to be successful in enterprise leadership positions. To
help reinforce this necessary skill, all written assignments and online submissions in
the Leadership Emphasis Program must meet acceptable minimal standards. These
standards address spelling, punctuation, basic grammar, and appropriate format.
Unacceptable grammatical errors and errors of form include the following: Use APA
style in all papers except the Professional Development Plan.
• Misspelled words
• Sentence fragments
• Run-on sentences or comma splices
• Mistakes in capitalization
• Serious errors in punctuation
• Errors in verb tense or subject/verb agreement
• Lack of conformity with assignment format
• Improper citations
One way of avoiding some of these errors is to use spelling and grammar software
available with most commercially available word processing packages and in NAU
computer labs. These software packages will identify many (but not all) errors so that
they may be corrected before the assignment is submitted. NAU faculty and Center
personnel are available to help students with grammatical questions and other usage
errors.
Assignments or submissions with more than five of the aforementioned errors noted
by the instructor for any one page, or more than fifteen in the entire document, are
unacceptable. NAU has strongly advise that course instructors stop reading when
either figure is exceeded and will return the paper to the student without a grade. If
an individual paper is returned because of significant errors, it must be corrected and
returned to the instructor by the next class meeting or by a time stipulated by the
instructor.
Grades on all assignments that are returned because of poor written communication
skills will be reduced by one letter. It is, therefore, in a student’s best interest to
carefully review all written assignments and to use any and all available means before
submitting an assignment document the first time. Failure to produce an acceptably
written document may result in an “F” on the assignment.
Assessment of Student Learning Outcomes
This course is a required graduate course in the Leadership Emphasis of the Masters of
Administration degree program. The course will require eight assignments with
general guidelines and point totals listed below. Due dates are listed in the Calendar.
1) Resume and Letter of Application
Students will develop a current resume, listing of artifacts currently in their
professional portfolio, and a letter of application. These will be posted in the
Discussion area for other students to review, compare, and learn from. Specific
guidelines are listed in the Course Module.
Grading Rubric for
Resume, Portfolio and Letter of Application
Criterion
Possible
Points
Resume follows accepted business
resume format
5
Portfolio items meet the guidelines
5
Letter of Application clearly provides
all four sections
20
Total
30
2) Leadership Interviews
In this assignment, the student will conduct two interviews with respected leaders
in their field. Each interview must elicit responses to the following interview
questions. Students may ask additional questions if they so desire. Following the
written responses to questions, the student will add a brief critique noting
agreements, disagreements, and/or need for further investigation / clarification.
Interview will be posted in the Discussion area so the class can review.
1. What is your definition of leadership?
2. What are the positive aspects of being in a leadership position?
3. What are the negative / difficult aspects of being in a leadership position?
4. What recommendations would you make for a person to prepare for leadership?
5. How do you deal with the politics in your organization?
6. What ethical standards do you hold dear?
7. How do you effectively get groups to work together to reach the goals of the
organization?
8. What strategies do you use to motivate your staff?
9. What are your beliefs on developing other leaders within your organization?
What methods have you found successful?
10. What methods have you found effective for resolving conflicts in your
organization?
11. What books, training, or professional organizations would you recommend for
further professional development in leadership?
12. Any additional experience, learning, or advice that you might share?
Grading Rubric for
Leadership Interview Essay
Criterion
Clearly cites interviewee responses
Critique addresses major points of
interview
Total
Possible
Points
10
10
20
3) Leadership Book Summary
In this assignment, the student will summarize a leadership book from the Suggested
Reading List or recommended by a respected leader and approved by the instructor.
Major points or themes of the book should be elaborated and quotes should be cited
with page referenced. Discussions need to be based upon the relationship of the
quotes and themes on leadership Summaries should be 2-3 pages in length. Book
summaries will be posted in the Discussion area for others in the class to review and
learn from.
Grading Rubric for
Book Summary
Criterion
Clearly elaborates major points or
themes
Possible
Points
20
Cites specific quotes of importance
to leadership
10
Exhibits graduate level writing and
organization
10
Total
40
4) Personal Leadership Beliefs Paper
In this assignment, students will first complete readings on leadership eras and
complete the task versus people profile, Keirsey Temperament, ethical orientation,
motivation beliefs, attributes of leaders, and stress and coping assessments. Following
the compilation of personal information from these activities and reflection on
previous experience, beliefs, dispositions, and personal/cultural values, the student
will write a 4-6 page Personal Leadership Beliefs Paper. The paper will include, but is
not limited to: current knowledge, skill, and disposition on leadership, key ethical
beliefs, values about self and others, leadership attributes, and methods of coping
with the demands of leadership.
Grading Rubric for
Personal Beliefs Paper
Criterion
Elaborates personal beliefs and
values
Possible
Points
20
Clearly cites previous knowledge and
skill level
10
Provides examples from course
assessments
10
Exhibits graduate level writing and
organization
Total
10
50
5) Professional Development Plan
Following the completion of the Personal Beliefs paper, interviews, current resume,
letter of application for a leadership position desired, the student will submit a threeyear professional development plan. Specific guidelines for the professional
development plan are listed in the Course Module.
Grading Rubric for
Personal Development Plan
Criterion
Plan includes learning from previous
assessments and assignments and is
reasonable and attainable
Total
Possible
Points
20
20
6) Machiavelli’s The Prince Interpretations
In this assignment, students will read and answer questions on the interpretation of
many statements made in The Prince relevant to leadership. Following the questions,
each student will provide a brief critique on the strengths and weaknesses of the
cited passages and their relevance to leadership today. Questions are posted in the
Course Module.
Grading Rubric for
The Prince
Criterion
Correctly identifies the meaning of
assigned passages
Clearly addresses strengths,
weaknesses and relevance
Possible
Points
20
10
Exhibits graduate level writing and
organization
Total
10
40
7) Primal Leadership Text
Read Primal Leadership by Daniel Goleman, noting the six leadership styles. Briefly
give examples of situations where each style would be appropriate. Include in the
situations: a) amount of time available, b) level of interest and expertise of the
followers, c) the problem and/or goal at hand, and d) the rationale for using the
particular leadership style. Following the styles and examples, write a one page
summary of the book, noting any key principles and whether you agree or disagree.
Grading Rubric for
Primal Leadership Text Assignment
Criterion
Possible
Points
Accurately describes each leadership
style
5
Examples of use include a – d above
10
Summary includes major themes
10
Exhibits graduate level writing and
organization
5
Total
30
8) Final Leadership Platform
In this assignment, students will build on their initial Personal Beliefs paper. The
platform will include learning from assigned texts, book summaries, posted,
interviews, and skill activities. The student must reference key beliefs on leadership
from these and may include other sources. The key here is to move from believing or
following others – to showing research support for your beliefs. Specific guidelines on
content and citations are listed in the Course Module.
Rubric for Final Leadership Platform (SEE BELOW)
GRADING RUBRIC FOR LEADERSHIP PLATFORM ESSAY
Criterion
0
POINTS
-1No
Understanding
Demonstrates to Incorrect
understanding understanding
of the issues
-2Clearly
Delineates
Major
Themes and
Points
-3Includes Key
Course
Contents and
Terms to
Support
Conclusions
and Solutions
Critical
Thinking Not
Evident
Themes Not
Identified
Key Course
Concepts and
Terms Not
Used, or Used
Incorrectly
1-41
42-60
61-70
POINTS
Correct
Understanding
with
Insufficient
Supporting
Rational
Correct
Thinking
Solutions, but
Delineation is
Flawed
POINTS
Correct
Understanding
with Sufficient
Supporting
Rational
POINTS
Correct
Understanding
with Excellent
Supporting
Rational
Sufficient
Identification
of Themes and
Points are
Logical
Excellent
Identification
of Themes
Logical
Discussion
25
Key Course
Concepts and
Terms Not
Used, or
Seldom Used
Correctly
Key Course
Concepts and
Terms Used
Sufficiently
Throughout
Answers
Key Course
Concepts and
Terms Used
Correctly and
Exceptionally
Well
Throughout
Answers
10
35
TOTAL 70
-4Format,
Grammar,
Sentence
Structure,
Punctuation,
and Spelling
70 Points
Deducted
59-4 Points
3-1 Points
Deducted
Deducted
____________
Appropriate
No Points
Deducted
NOTE:
____________
POINTS
WILL
Appropriate
Ineffective
Introduction,
Body or
Conclusion;
Excellent
Introduction,
Body or
Conclusion;
Introduction,
Body or
Conclusion;
Gross
Grammar,
Sentence
Structure,
Spelling or
Punctuation
Errors
Frequent
Grammar,
Sentence
Structure,
Spelling or
Punctuation
Error
Few, Grammar,
Sentence
No Grammar,
Structure,
Sentence
Spelling or
Structure,
Punctuation
Spelling or
Errors
Punctuation
Errors
-Total Points from all eight assignments up to 300 points
Introduction,
Body or
Conclusion;
BE
DEDUCTED
FOR
ERRORS
Grading System
A= 270 points; B= 240 points; C=210 points; D=180 points; F=below 180 points
Approved Reading List
Students may choose one of the following books on leadership. It is advised to seek
recommendations from a respected leader. If books other than the following are
recommended, email the instructor for permission to use.
Angelou, Maya (1993). Wouldn’t Take Nothing For My Journey Now. Bantam Books.
(Women in Leadership)
Badaracco, Joseph & Ellsworth, Richard. (1989). Leadership and the Quest for
Integrity. Cambridge: Harvard Business School Press.
Barnard, Chester. (1938). The Functions of the Executive. Cambridge: Harvard
University Press.
Bass, Bernard & Stogdill, Ralph. (1990). Handbook of Leadership: Theory, Research
and Managerial Applications. New York: The Free Press.
Belasco, James & Stayer, Ralph. (1993). Flight of the Buffalo: Soaring to Excellence,
Learning to Let Employees Lead. New York: Warner Books, Inc.
Bennis, Warren. (2003). On Becoming a Leader. Basic Books.
Bennis, Warren. & Robert J. Thomas, Robert. (2002). Geeks & Geezers: How Era,
Values,
and Defining Moments Shape Leaders.Boston: Harvard Business School Press.
Bennis, Warren. (2000). Managing the Dream. Cambridge, MA: Perseus Publishing.
Bennis, W. and Nanus, B. (1985). Leadership: The Strategies for Taking Charge. New
York: Harper and Row.
Blanchard, Ken, etal. (1999). Leadership by the Book: Tools to Transform Your
Workplace. William Morrow and Company.
Block, Peter. (1987). The Empowered Manager: Positive Political Skills at Work.
Jossey-Bass Inc.,
Burns, James (1978). Leadership. New York: Harper & Row.
Buckingham, Marcus & Clifton, Donald. (2001). Now, Discover your Strengths. The
Free Press.
Canfield, Jack. (2005). The Success Principles. New York: Harper Collins Publishers.
Carnegie, Dale & Associates. (1993). The Leader in You: How to Win Friends,
Influence People and Succeed in a Changing World. Simon and Schuster, Inc.
Cashman, Kevin. (2003). Awakening the Leader Within: A Story of Transformation.
Hoboken, NJ: John Wiley & Sons, Inc.
Clawson, James. (1999). Level Three Leadership. Saddle River, NJ: Prentice Hall.
Cohen, Paul (Ed.). (1999). Leader to Leader: Enduring Insights on Leadership from the
Drucker Foundation's Award Winning Journal. Jossey-Bass
Collins, Jim: (2001). Good to Great. New York: Harper Collins Publishers Inc.
Conger, Jay. (1998). Winning ‘Em Over: A New Model for Management in the Age Of
Persuasion. Simon & Schuster
Covey, Steven. (1991). Principle-Centered Leadership. Simon & Schuster.
Covey, Steven. (1989). The 7 Habits of Highly Effective People. Free Press.
Denhardt, Robert B. (1993). The Pursuit of Significance. Waveland Press, Inc.
Depree, Max. (1989). Leadership Is an Art. Bantam Doubleday Dell Publishing Group,
Inc.
Dickmann, M. H. and Stanford-Blair, N. (2002). Connecting Leadership to the Brain.
Thousand Oaks, CA: Corwin Press.
Dotlich, David & Cairo, Peter. (2002). Unnatural Leadership. Jossey-Bass Publishers
Drucker, Peter. (1995). Managing in a Time of Great Change. New York: Truman
Talley Books/Dutton. The Penquin Group
Evans, Gail. (200). Play Like a Man, Win Like a Woman: What Men Know About
Success that Women Need to Learn. New York: Broadway Books
Farber, Steve. (2004). The Radical Leap: A Personal Lesson in Extreme Leadership.
Chicago: Dearborn Trade Publishing by Extreme Leadership, Inc.
Gardner, Howard. (1997). Leading Minds: An Anatomy of Leadership. New York:
Harper Collins.
Gardner, John. (1990). On Leadership. New York: The Free Press.
Garlow, James. (2002). 21 Irrefutable Laws of Leadership Tested By Time. Thomas
Nelson Publishing
Giuliani, R. (2002). Leadership. New York, NY: Hyperion.
Greenberg, J. and Baron, R.A. (1997). Behavior in Organizations, 6th ed. Englewood
Cliffs, NJ: Prentice Hall.
Greenleaf, Robert K. (1991). The Servant as Leader. Indianapolis, IN: Robert
Greenleaf Center.
Heifetz, Ronald (1994). Leadership Without Easy Answers. Cambridge: Harvard
University Press.
Heifetz, Ronald & Linsky, M. (2002). Leadership on the Line. Boston: Harvard Business
School Press.
Helgesen, Sally. (1995). The Female Advantage: Women’s Ways of Leadership.
Currency Doubleday
Hendricks, Gay and Ludeman, Kate. (1996). The Corporate Mystic: A Guidebook for
Visionaries with their Feet on the Ground. New York: Bantam Books.
Hersey, Paul. (1997). The Situational Leader. California: Center for Leadership
Studies
Kanungo, Rabindra & Mendonca, Manuel. (1996). Ethical Dimensions of Leadership.
Sage Publications
Kepcher, Carolyn. (2004). Carolyn 101: Business Lessons from The Apprentice’s
Straight Shooter. A Fireside Book.
Kohn, Stephen & O’Connell, Vincent. (2005). 6 Habits of Highly Effective Bosses.
Franklin Lakes, NJ: Career Press, Inc.
Kotter, J. P. (1998). What Leaders Really Do. Harvard Business Review on Leadership.
Boston: Harvard Business School Press.
Kouzes, James & Posner, Barry. (2002). The Leadership Challenge. Jossey-Bass
Kouzes, James & Posner, Barry. (1998). Encouraging the Heart: A Leader’s Guide to
Rewarding and Recognizing Others. San Francisco: Jossey-Bass.
Maxwell, John. (2003). Leadership 101: What Every Leader Needs to Know. Nashville,
TN: Thomas Nelson Publishers.
Maxwell, John. (1993). Developing the Leader Within You. Nashville: Thomas Nelson
Publishing.
Mintzberg, H. & Bourgault, J. (2000). Managing Publicly. Toronto: The Institute of
Public Administration of Canada.
Mintzberg, H. (1989). Mintzberg on Management. New York: Free Press.
Moore, Mark. (1995). Creating Public Value - Strategic Management in Government.
Cambridge: Harvard University Press.
Morris, Tom. (1997). If Aristotle Ran General Motors. ISBN: 0-8050-5252-6
Nair, Keshavan. (1994). A Higher Standard of Leadership: Lessons from the Life of
Gandhi.
Berrett-Koehler Publishers.
Nanus, Burt & Dobbs, Stephen. (1999). Leaders Who Make a Difference: Essential
Strategies for Meeting the Nonprofit Challenge. Jossey-Bass Inc.
Newman, Bill (1994). The Ten Laws of Leadership. Australia: BNC
Northouse, Peter. (2004). Leadership Theory and Practice. Thousand Oaks, CA: Sage
Publications.
Oakley, E, and Krug, D. (1994). Enlightened Leadership. New York: Key to Renewal,
Inc.
Pitcher, P. (1995). Artists, Craftsmen and Technocrats. The Dreams, Realities and
Illusions of Leadership. Toronto: Stoddart. ISBN 0-7737-2858-9
Rhode, Deborah. (2003). The Difference “Difference” Makes: Women and Leadership.
Stanford University Press
Schein, E. H. (1992). Organizational Culture and Leadership. San Francisco: JosseyBass.
Seifter, Harvey & Economy, Peter. (2001). Leadership Ensemble: Lessons in
Collaborative Management From the World’s Only Conductorless Orchestra
Selznick, Phillip. (1957). Leadership in Administration. Berkeley: University of
California Press.
Senge, Peter. (1990). The Fifth Discipline: The Art & Practice of The Learning
Organization.
Currency Doubleday.
Shields, C.M. (2003). Good Intentions Are Not Enough. Transformative Leadership for
Communities of Difference. Lanham, MD: Scarecrow Press
Simon, Herbert. (1947). Administrative Behavior. New York: Macmillan
Spears, L.C. (Ed.) (1998). Insights on Leadership. Service, Stewardship, Spirit, and
Servant Leadership. Toronto: John Wiley & Sons. ISBN 0-471-17634-6
Stringer, R. (2001). Leadership and Organizational Climate. Toronto: Prentice Hall.
Terry, R. (1993). Authentic Leadership: Courage in Action. San Francisco: JosseyBass.
The Arbinger Institute. (2000). Leadership and Self Deception: Getting out of the Box.
Berrett-Koehler Publishers,Inc.,
Welch, Jack. (2005). Winning. New York: Harper Collins Publishers
Wheatley, Margaret (1994). Leadership and the New Science. San Francisco: BerrettKoehler.
Wren, Thomas. (1995). The Leader’s Companion - Insights on Leadership Through the
Ages. New York: The Free Press.
Yukl, Gary. (1998). Leadership in Organizations, 4th Edition. Saddle River, NJ:
Prentice Hall.
Course Policy
Students should adhere to due dates posted in the Calendar. If any assignments need
additional time, prior permission from the instructor is required. All information
submitted must be original from the student or properly referenced.
Northern Arizona University Policy Statements
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination
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You may obtain a copy of this policy from the college dean’s office or from the NAU’s
Affirmative Action website http://www4.nau.edu/diversity/swale.htm. If you have
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dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of
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INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates
at NAU—including a course project, report, or research paper—must be reviewed and
approved by the Institutional Review Board (IRB) for the protection of human subjects
in research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen
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The university takes an extremely serious view of violations of academic integrity. As
members of the academic community, NAU’s administration, faculty, staff and
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Individual students and faculty members are responsible for identifying instances of
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http://www4.nau.edu/stulife/handbookdishonesty.htm.
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The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206,
Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class
time…at least 15 contact hours of recitation, lecture, discussion, testing or
evaluation, seminar, or colloquium as well as a minimum of 30 hours of student
homework is required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a student
should expect, on average, to do a minimum of two additional hours of work per
week; e.g., preparation, homework, studying.