OL310 Contemporary Leadership SG 7-08 Updated
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Contemporary Leadership: Student Guide Huntington University
Contemporary Leadership
Student Guide
OL310
Prepared By: Ed Vessels
HuntingtonUniversity2303 College Avenue
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Contemporary Leadership: Student Guide Huntington University
Huntington, IN46750
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September 2007
TABLE OF CONTENTS
INTRODUCTION
COURSE DESCRIPTION.....................................................................................1
COURSE OVERVIEW………………………………………………………………..
…………..1
COURSE OBJECTIVES.........................................................................................1
TEXTS & MATERIALS.........................................................................................2
SUPPLEMENTAL MATERIAL…………………………………………….
………………...2
ELECTRONIC RESTRICTIONS..........................................................................3
STUDENT INVOLVEMENT..............................................................................3
ATTENDANCE POLICY....................................................................................4
PLAGIARISM........................................................................................................5
DISABILITY SERVICES.......................................................................................5
COURSE EVALUATION WEBSITE...................................................................6
GRADING SCALE...............................................................................................7
INCOMPLETE COURSE WORK........................................................................8
EXCEL STYLE SHEET FOR STUDENT SUBMISSIONS.................................9
LOGISTICS CHART...........................................................................................10
WEEKLY ASSIGNMENTS................................................................................11
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COURSE DESCRIPTION
This course is the study of contemporary material in the field of leadership
and organizational excellence. Students will learn how key success factorsfrom contemporary materials find their foundation in solid biblical principles. The linkage of these principles toorganizational success is also discussed.
COURSE OVERVIEW
Contemporary Leadership explores some of the most current thinking regarding
leadership in successful organizations. Using the text Good To Great by Jim Collins, the
class exposes students to leadership principles and strategic thinking found in highperforming organizations. Students will be challenged to apply this same
organizational wisdom to their individual leadership growth and Christiandevelopment. Students will also be expected to read at least one other contemporary
leadership book from a selected reading list. The purpose of the extra reading is forawareness of the vast body of reading and learning available on leadership and to
compare and contrast an independent reading with the classroom leadership study.
COURSE OBJECTIVES
The expected student learning is:
1. Explain the key principles of leadership and strategic thinking contained in Good to
Great by Jim Collins. (Specifically students will understand the principles of Level 5
Leadership, First Who….Then What, The Hedgehog Concept, and TechnologyAccelerators.)
2. Relate the principles of Good to Great to Biblical verses and principles.
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3. Relay how Good to Great principles, and their associated Biblical perspective, can be
applied to personal growth.
4. Describe the importance of individual leadership, planned leadership development,
and personal growth.
5. Create a personal leadership learning agenda.
6. Discuss the key principles of at least one additional contemporary leadership book.
7. Differentiate between individual and organizational leadership.
TEXTS & MATERIALS
Collins, James C. Good To Great . New York, NY: HarperCollins Publishers Inc., 2001.
The Holy Bible, New International Version.
One selected book from the following:
Leading at a Higher Level by Ken Blanchard
http://books.google.com/books?
id=p3d9dkcPRcsC&printsec=frontcover&dq=leading+at+a+higher+level&source=bl&ots=
RooUTZx5yh&sig=ccMoLD0hpVtoLRrvRUKNBtyboLo&hl=en&ei=fR-bTcqCCMz3gAe576ChBw&sa=X&oi=book_result&ct=result&resnum=6&ved=0CE8Q6A
EwBQ#v=onepage&q&f=false
The Leadership Secrets of Billy Graham by Harold Myra and Marshall Shelley
http://books.google.com/books?
id=pfrjcQDFsa4C&printsec=frontcover&dq=The+Leadership+Secrets+of+Billy&hl=
en&ei=KiCbTbApysiBB8yTmJgH&sa=X&oi=book_result&ct=result&resnum=1&ved=0CC8Q6AEwAA#v=onepage&q&f=false
Wooden on Leadership by John Wooden and Steve Jamison
To access the book through Huntington’s website:
Huntington.edu/libraryClick access our catalog
Type in Wooden on Leadership in search all fields box
Click on Huntington e-resource
Enter username and password
Click on arrow keys above the books to scroll
Geeks and Geezers by Warren Bennis and Robert Thomas
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http://books.google.com/books?
id=LYXHcNO1PRMC&printsec=frontcover&dq=geeks+and+geezers&hl=en&src=b
mrr&ei=QyCbTbHuF4fZgAfS07WXBw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDAQ6AEwAA#v=onepage&q&f=false
Today Matters by John Maxwell
http://books.google.com/books?id=d7jsQIL4fnsC&printsec=frontcover&dq=today+matters&hl=en&ei=ViCbTeq4L4
e_gQfk2aiLBw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDgQ6AEwA
A#v=onepage&q&f=false
Supplemental Materials: Videos:Good to Great: can be found at the Richlynd Library
The Leadership Secrets of Billy Graham: can be found at the Richlynd Library
Today Matters: can be found at the Richlynd Library
Wooden on Leadership: can be found at the Richlynd LibraryPrinciple-Centered Leadership: can be found at the Richlynd Library
Geeks and Geezers: can be found at the Richlynd LibraryLeader at a High Level: can be found at the Richlynd Library
ELECTRONIC RESTRICTIONS
Set electronic managing devices (pager, cell phone, PDA, etc.) on vibrate during class.
The use of laptop computers will be determined by the professor.
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ATTENDANCE POLICY
Due to the concentrated scheduling and the emphasis upon participatory learning,
students are expected to be in attendance every week.
Students who need to miss a class should notify the instructor or the EXCEL Office if
the instructor isn’t available. Assignments can be e-mailed, faxed, sent with another
student, brought to the EXCEL Office, or mailed. Makeup work will consist of allassignments that were due plus any additional assignment by the instructor to
compensate for in-class activities.
Absence Policy/Withdrawal Timeframe
Length of Class Absences Allowed Withdrawal Timeframe
2- or 3-week class 0 End of Week 1
4-week class 0 End of Week 1
5-week class 1 End of Week 36-week class 1 End of Week 3
7-week class 1 End of Week 3
Students missing more than the allowed sessions will be required to withdraw andretake the class or write a letter of appeal to the director before the following class
session.
SEMESTER TUITION REFUND
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First week 60%
Second week 0%
Third Week 0%
Four Week 0%
Fifth week 0%
Sixth week 0%Seventh week 0%
Attendance will be taken at each class session and sent to the EXCEL Office.
Tardies
It is understood that occasionally students may need to be late for class or may need to
miss a portion of a class. However, if this becomes a problem, instructors may find it
necessary to make an adjustment in the final grade. Students who are tardy may also be
penalized in participation points.
See Catalog and/or student handbook for further information regarding attendace.
PLAGIARISM
The academic community places high value on intellectual honesty. Representation of
work as one's own but taken from another source by plagiarism or cheating is a serious
offense, the penalty for which will result in failure for the paper or exam and may result
in failure for the course and possible recommendation for dismissal from theUniversity.
Anyone involved in plagiarism is equally responsible. If you knowingly give your work
to another student for the purpose of using it as his/her own, you are guilty of enablingthat student to plagiarize and are thus also guilty.
Plagiarism is the use of the ideas, information, or wording of another without proper
acknowledgement (citation), leaving the false impression that the material is originalwith the student. This can also include electronic copies. One way to avoid plagiarism is
to be sure you know how to cite sources properly. When in doubt, check with yourinstructor.
Students will be held responsible for knowing the difference between legitimate and
illegitimate use of source material.
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DISABILITY SERVICES
In compliance with Section 504 of the Rehabilitation Act of 1973 and the American with
Disabilities Act, Huntington University makes reasonable accommodations for studentswith documented disabilities. The director of the Learning Center is the advocate and
coordinator of services for students with disabilities at the University. Any studentwho has a documented learning, orthopedic, sensory, or psychiatric condition that
substantially limits one or more major life activities may be eligible for assistance.
Students may contact the Learning Center in person, by phone at 260-359-4290, or by
email at [email protected] for more information
COURSE EVALUATION WEBSITEINSTRUCTIONS
Data from the End of Course Evaluations completed by students is an important part of
the process for review and improvement. Securing this information in a timely mannercontributes to EXCEL being able to deliver high quality classroom experiences to
students. All evaluation reporting will be anonymous, however, the completion of theevaluation will be tracked so that we can provide the following incentive:
Students completing end of course evaluations will automatically be entered into a
drawing for an $30 visa gift card only if there is a minimum response rate of 80% of the
class in every course. Here are the details:
* Each time a student completes an end of course evaluation, their name is entered into
the drawing.
* Drawings will take place annually on June 1 and include all evaluations entered forthe previous 12 months (June 1 - May 31). All data tracking clears at the end of the year
and begins at '0' for everyone for the next year.
* Students must complete their evaluation for each course within 24 hours of the lastclass session. No evaluations will be accepted after this deadline.
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*Only one evaluation per course may be counted toward this incentive, however,
students may re-submit an evaluation within the 24 hour period if needed.
* Faculty will receive only summary reports of the numerical rankings on questions,
and the full text entries of all open ended questions from the faculty section, AFTER
they have submitted their final grades. At no point can faculty will faculty be able toaccess information about the identity of individual submissions.
*One student from the online program, Huntington campus, and Columbia City
campus will win a $30 visa gift card each semester. A total of three winners a semester.
For example, if Student A completes 3 evaluations during the year, his/her name would
be entered 3 times into the drawing for the $30 Visa gift card.
https://my.huntington.edu/ics/EXCEL/My_Course_Evaluations.jnz?
portlet=Complete_Course_Evaluations&screen=Display+Form&screenType=next
To access the online evaluation: log onto the Huntington Portal. Go to the Excel tab at
the top of the page. On the left side of the screen, click on My Course Evaluations.Click on Excel Course Evaluation in the middle window. Select the Session and Year
(entering the correct session and year correctly is imperative to track your participation
for the drawing for the $30 visa gist card). Then click on start evaluation.
STUDENT ASSESSMENT
Your course grade will be based on the following criteria:
1. Attendance and participation is worth 2 points each week and in total represents
10% of the final grade. Taking part in discussion is vital to a successful class andsuccessful learning. 10 total points / 10% of grade
2. Four written assignments, worth up to 5 points each, are due at the beginning of
class on weeks 1, 2, 3, and 4. Assignments must be turned in within one week of
due date to be considered for 2.5 points each. 20 total points / 20% of grade
3. A 1-2 page individual learning agenda is due at the beginning of class in week 5.
20 points / 20% of grade
4. A minimum 5 page written summary of the selected reading is due at the
beginning of class in week 5. 20 points / 20% of grade.
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3. A 10 - 15-minute oral presentation of their paper and learning agenda will be given
to the group on week 5. 30 points / 30% of grade
GRADING SCALE
A = 93 or above C = 73-77A- = 90-92 C- = 70-72
B+ = 88-89 D+ = 68-69B = 83-87 D = 63-67
B- = 80-82 D- = 60-62
C+ = 78-79
A special note regarding the assignments:
The written assignments for sessions 1 through 4 are intended todemonstrate the students’ understanding of, and interaction with, the
assigned readings. Please build your responses to these questions around
what you’ve read and how it may apply to your organization or personal
life. A major objective of this course is for students to think through and
articulate their own perspectives on the issues raised, but this should be
done in light of the assigned readings.
Proper use of the English language is to be considered in all written and oral
assignments. All written assignments should be printed and double-spaced.
INCOMPLETE COURSEWORK
Due to the accelerated nature of the EXCEL program, it is extremely important
that all coursework be completed and turned in on time. In case of unavoidable
absences, students may mail or fax assignments to the instructor or the EXCEL Office.Coursework not completed by the end of a class due to medical reasons, required
work conflict, or family emergency will be averaged into the final grade as a zero (0)
unless prior arrangements have been made with the instructor. The instructor will gain
approval from the EXCEL Program Director as to whether or not an extension is to beallowed. The arrangements will detail the date when the coursework will be completed.
Grades will be submitted by the instructor to the EXCEL Office two weeks
following the last class session. Students who have not completed coursework due to
extenuating circumstances may, with approval of the instructor, request a grade of Incomplete (I) from the Academic Dean.
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Incomplete grades will remain on the student’s academic record no more than
four weeks (number of weeks may differ due to the circumstances or for the business
research project due to the nature of the work involved). Incomplete grades for whichfinal work is not received by the specified date will be changed to “F.”
EXCEL Style Sheet for Student Submissions
The following items form the accepted standards for submitting work for EXCEL. Note
that in cases where these style guidelines are insufficient to answer a question aboutappropriate formatting, EXCEL uses APA as the approved standard and help can be
found at this website the OWL at Purdue. :
http://owl.english.purdue.edu/owl/resource/560/01/
1. There is a statement regarding plagiarism in the student handbook. Essentially,
any quotation from any source which is not referenced in your submitted paper
qualifies for the label plagiarism and the associated penalty of ‘F.’ Therefore, be
sure to cite any source either quoted word-for-word, or closely paraphrased. It isfar better to err on the side of caution on this point that suffer an accusation of plagiarism and the accompanying hassle of justifying your work.
2. Submitting work electronically. When submitting your assignments as email
attachments please follow these procedures:
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a. Confirm with the instructor the correct email address to use when
submitting assignments by email – never assume you know without
asking.
b. Use your name as the subject for the email.
c. Only attach MS Office documents as other documents may not be able to
be read by the software available to instructors. If you do not have MS
Office software and you are sending a text document, save the documentin “rich text format (.rtf)” format and send that document. Most word
processing software, including MS Office can read .rtf.
3. Online writing lab now available to all Huntington University students. Theonline writing lab will assist students in writing essays. The online writing lab
will give suggestions on grammar, spelling, mechanics, adding information, ordeleting information. The online writing lab will review your essays and return it
to you within 24 hours. To access the online writing lab go [email protected]
LOGISTICS CHART
Hour Week 1 Week 2 Week 3 Week 4 Week 5
1
Introduction
of Module
Learning
Agenda
Introduction
Review
IndividualLeadership
Review
Review
Organization
al
Leadership
Review
Review
Chapter 7
Discussion
Ground Rules
for Summary
Presentations
Presentations
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2Good To
Great
Introduction
Chapter 1Discussion
and
Questions
Chapter 3
Discussion
Chapter 5
Discussion
Chapter 7
Questions
Presentations
Break Break Break Break Break
3
Chapter 2
Discussion Chapter 3
Questions
Chapter 5
Questions
Chapter 8
Discussionand
Questions
Presentations
4
Chapter 2
Questions
and Exercise
Chapter 4
Discussion
and
Questions
Chapter 6
Discussion
andQuestions
Course
Review and
Summary
Presentations
Module
Evaluation
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WEEKLY ASSIGNMENTSSubmit Assignments to Moodle
WEEK ONE:
1. Read Chapter 1 and 2 in Good To Great by Jim Collins.
2. Write answers to the questions for Chapters 1 and 2 contained in the Student
Guide.
3. Complete but do not turn in Personal Learning Agenda questions for Chapter 2
contained in the Student Guide.
4. Select a book from the recommended reading list in the Student Guide to be used
for outside reading, written paper, and oral presentation. A limited supply of
books from the recommended reading list will be available during the Week 1
session for students to review and sign out if desired.
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WEEK TWO:
1. Read Chapter 3 and 4 in Good To Great by Jim Collins.
2. Write answers to the questions for Chapter 3 and 4 contained in the Student
Guide. Turn in the name of the book that has been chosen for the outside reading,paper, and presentation.
3. Complete but do not turn in Personal Leadership Agenda questions for Chapter 3
contained in the Student Guide.
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WEEK 3:
1. Read Chapter 5 and 6 in Good To Great by Jim Collins.
2. Be prepared to discuss in class the answers to Chapter 5. Write answers to
questions for Chapter 6. Questions are contained in the Student Guide.
3. Complete but do not turn in Personal Learning Agenda questions for Chapter 5contained in the Student Guide.
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WEEK FOUR:
1. Read Chapter 7 and 8 in Good To Great by Jim Collins.
2. Be prepared to discuss in class the answers to Chapter 7. Write answers to
questions for Chapter 8. Questions are contained in the Student Guide.
3. Complete but do not turn in Personal Learning Agenda questions for Chapter 7and 8.
4. Complete but do not turn in the Concluding Personal Learning Agenda Exercise
contained in the Student Guide.
5. Turn in Optional extra credit questions for Chapter 9 of Good To Great by Jim
Collins, contained in the Student Guide.
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WEEK FIVE:
1. Turn in your minimum 5 page independent reading paper.
2. Turn in your 1-2 page Personal Learning Agenda
3. Make a 10- 15 minute summary presentation of the paper and PersonalLearning Agenda to the group.
4. See the description for the independent reading paper, Personal Learning
Agenda, and oral presentation in the Student Guide for further details.
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WRITTEN PAPER & PERSONAL LEARNINGAGENDA
WRITTEN PAPER:
Students’ papers should be a minimum of 5 pages typed, double spaced, and follow theoutline below:
a. Executive Summary. This is an overview of the book that explains the background, objective, or general purpose of the author as well as other
interesting perspectives that quickly conveys the essence of the book to
someone who has not read it. Summary should be no longer than 1.5 - 2
pages.
b. Key Leadership Points. This is a discussion of the key leadership points or
practices in the book. Highlight what you consider to be the author’s keyleadership points as well as those that were of most value to you.
c. Discovery. Conclude the paper by comparing and contrasting the key
leadership points in the selected book to key classroom leadership learning or
leadership practices. Highlight those points or practices that were similarand those that were in direct contrast.
PERSONAL LEARNING AGENDA:
During each of the four weeks, students will be answering questions, reflecting, and
developing their thoughts to prepare a Personal Learning Agenda. This is an importantpart of the course, thus students are encouraged to make this document as real,tangible, and actionable as possible.
The final product will be evaluated to determine if the student has grasped the
importance of self-development and independent learning as it relates to leadershipdevelopment and, as appropriate, the growth of spiritual and Christian development.
Students’ Personal Learning Agendas should follow the format provided on page21. A
hypothetical example is also provided as an example on pages 22-23.
An electronic format of the template will be provided for the students. The electronic
format should be used in completing the final Personal Learning Agenda to be turned
in during week 5 for grading.
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ORAL PRESENTATION
On the final night of class students will make a 10-15 minute oral presentation on
their papers.
Students will present the major points of the independent reading paper and share their
Personal Learning Agenda . It is acceptable for the students to share key elements of
their learning agenda and reserve personal or confidential items they don’t wish toshare with the class to be turned in only to the instructor.
The format of each presentation is up to the student, although the coverage of the
Personal Learning Agenda must be done with the header format given so that theactionable objectives are clear. Students may use Power Point, visual aids, audio, an
overhead projector, video, , or other helps to make presentations interesting and
informative.
Each presentation must be 10- 15 minutes long allowing 1-3 minutes for questions and
class interaction. The minimum presentation is 10 minutes and maximum 15 minutes
including questions. Grades will be based upon the quality of the presentation and thestudent’s ability to convey the key points noted above.
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Good to Great: Study QuestionsOrganization:
The Good to Great study questions are organized as follows:
1. Chapter Title / Biblical Perspective Title
2. Key biblical verse that relates to the key point of the chapter
3. Organization Questions
4. Individual Questions5. As applicable, Personal Learning Agenda Questions
Approach:
The Chapter Title / Biblical Perspective Title is provided for back ground reference.The key biblical verse is given as a refresher from classroom study and in some cases
will be referenced for answering questions.
Organizational questions should be completed with the idea of how the questions apply
to the organization you are currently most associated with i.e. work, church, not-for-
profit etc or in some cases your perspective of organizations in general. Individualquestions relate primarily to you as a person or for an individual in general.
The organizational questions in general are developed to further the understanding of
the key principles of Good to Great and how they apply to use in organizations.
Individual questions in general are designed to have students think and reflect on how
the principle and concepts from Good to Great can be used to either further personal
leadership development / personal growth or to move from being a good to greatChristian. It is not necessary to answer both approaches. The student can choose to
answer either from the perspective of personal growth or good to great Christian. It is
recommended that the same choice be used for answering all applicable individual
questions in each chapter.
In some cases the questions will be answered in small group discussion and reportedout to the class. In those cases, the small group can decide to report either from a
personal growth or Christian development perspective.
Personal Learning Agenda Questions are provided for Chapters 2,3,5,7,8 and summary
conclusion. Personal Learning agenda questions do not need to be turned in. They are
designed to encourage reflection for the assigned development of a meaningful
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Personal Learning Agenda. Students may include actions in the Personal Learning
Agenda that are either personal growth, Christian development, or both.
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Good To Great: Study Questions
Chapter 1 – Good is the Enemy of Great / Timeless Principles
Matthew 24:35. Heaven and earth will pass away, but my words will never pass away.
Organization Questions:
1. Name and describe 2-3 timeless principles that have been adopted byorganizations you are associated with. If you don’t readily see any, please list 2-3
ways you think that organizations could adopt timeless principles.
2. Based upon your experience and observations, briefly describe 2-3 barriers thatprohibit organizations in going from good to great.
Individual Questions:1. List 2-3 timeless principles that are central to being a great leader. Alternatively,
you may list 2-3 timeless principles that are central to a great Christian life.
2. List 2-3 ways to learn more about the timeless principles of great leadership.
Alternatively, you may list 2-3 ways to learn more about God’s timeless words?
3. Write out 2-3 practical and tactical actions you can incorporate in your life toimprove the use of timeless principles.
(Practical is a reasonable action that you can do and tactical is how you’d actually doit.)
For Example: I will write down what I consider to be the most important
Christian principles to me and place them in the front of my planner for regular
review.
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Chapter 2 – Level 5 Leadership / Being Great Start with Being Humble
Luke 18:14. …..for everyone who exalts himself will be humbled, and he who humbles
himself will be exalted.
Organization Questions:1. Think of Level 5 leaders you have known. How do you think he or she become a
Level 5 leader?
2. How can an individual be a Level 5 leader when they are an employee in anorganization, not the CEO or leader?
3. List 2-3 other critical characteristics of a Level 5 leader in addition to humility
and strong professional will.
Individual Questions:
1. Is it wrong for an individual to be proud of their accomplishments and success?
Explain your response.
2. What actions can individuals take to be more humble at work, at home, and at
church?
3. What are 2-3 actionable items that put others first and pride last?
Chapter 2 – Personal Learning Agenda:
1. List the 2-3 personal character strengths you feel you have that can be
leveraged to become a Level 5 leader.
2. List the 2-3 personal character areas you feel you need to develop instriving to be a Level 5 leader.
3. Write out 2-3 practical and tactical actions you can incorporate in your life
to grow toward becoming a Level 5 leader.
(Practical is a reasonable action that you can do and tactical is how you’d actually do
it.)
For Example: I will give others the credit they deserve. I will remind myself to do
this by placing a reminder in my Outlook Calendar system.
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Chapter 3 – First Who …. Then What / The Right Disciples
Galatians 4:18. It is fine to be zealous provided the purpose is good, and to be so
always and not just when I am with you.
Organization Questions:1. Reviewing the key findings of Chapter 3, what were the 2-3 biggest “Aha’s” that
really struck you? Explain what was new or striking about these key points.
2. When hiring or selecting people, what are 2-3 methods to “get the right peopleon the bus”?
3. What is the appropriate “Good to Great” response if you have the wrong person
“on the bus” for your business or organization? Alternatively, you may insert“Christian” for “Good to Great” and respond accordingly.
Individual Questions:
1. Considering the principle of “First who ….Then What”, list and describe 2-3
ways for an individual to be a better employee.
2. What are 2-3 ways for individuals to bring “zealous” passion to their principle
organization? Please explain appropriately.
Chapter 3 – Personal Learning Agenda:
1. After reflecting on Galatians 4:18, what are 2-3 things that you are personallyzealous or passionate about?
2. How can you merge these passions with your organization, Christian walk or
family life development?
3. What are 2-3 practical and tactical ways to act upon to be the “right person on
the bus” either for your organization or family?
(Practical is a reasonable action that you can do and tactical is how you’d actually do
it.)
For Example: I really like to read. I am going to focus my reading time for the next sixmonths on building stronger work and family relationships.
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Chapter 4 – Confront the Brutal Facts / Unwavering Faith
Romans 5:3. ……because we know that suffering produces perseverance; perseverance,
character; and character hope.
Organization Questions:1. What are 2-3 “brutal facts” that Christians face today in the secular
marketplace and
organizations? Discuss how to deal with these from a Christian perspective.
2. Which side of the Stockdale Paradox is harder for organizations: unwavering
faith or confront the brutal facts? Why?
3. What are 2-3 ways to encourage hope in your organization or those aroundyou without being unrealistic?
Individual Questions:
1. What are 2-3 specific actions that can be taken to prepare for adversity?
2. Confronting your own brutal facts, what are 2-3 things you currently worry
about regarding your leadership abilities?
3. How can you prepare for adversity, particularly regarding personal leadershipitems you may be worrying about?
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Chapter 5 – The Hedgehog Concept / A Simple Focused Purpose
1 Peter 4:10. Each one should use whatever gift he has received to serve others,
faithfully administering God’s grace in its various forms.
Organization Questions:The “Organization” and “Individual” questions for chapter 5 will be discussed in class
room small group, thus written answers are not required. It is recommended that each
student reflect on the questions before class and come prepared for the discussion. A
team representative will report out on the questions in class.
1. Brainstorm ways to apply the Hedgehog Concept to your business or
organization even if it is not widely understood by others or the leadership of
the company? List and be prepared to explain several ways this could be done.
2. Discuss and report out on examples of how a Hedgehog concept could saveyour business or organization money or resources.
3. How is a hedgehog concept different for a nonprofit organization?
Individual Questions:
1. Brainstorm different views of either a personal Hedgehog or alternatively, an
individual Christian Hedgehog concept, by coming up with meanings for the 3key circles:
Passions : ______________________________
Best In World: ______________________________Economic Engine: ______________________________
(Be prepared to present an example of a either a personal or Christian Hedgehog)
2. Discuss and report how one can incorporate a personal or individual hedgehog
concept into one’s daily actions.
Chapter 5 – Personal Learning Agenda Questions:
1. Write down your top 2- 3 personal passions be it spiritual, work, hobbies,
recreation, etc.
2. Read and reflect upon 1 Peter 4:10.
3. Write down what you consider to be the one or more spiritual gifts that you’vereceived from God
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4. How can you blend your personal passions and gifts to please God?
5. Develop a draft of a personal hedgehog. Afterwards, consider are you engaged
in work that fits within you own personal hedgehog? What are you passionate
about, what are you genetically encoded for, what can you get paid for? Do youneed to change or can you work your passions and talents into your currentrole?
6. Keep a copy of your personal hedgehog for later use.
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Chapter 6 – A Culture of Discipline / Faithful Discipline
1 Timothy 4:7. Have nothing to do with godless myths and old wives tales; rather train
yourself to be godly
Organization Questions:1. Describe how to apply or implement the duality of freedom and responsibility,
within a framework to empower people in any organization.
2. What are some ways to positively introduce stop doing lists within anyorganization? Write your answer first if you are the leader within an
organization and second, if you are an employee or team member.
3. If “rinsing your cottage cheese” is important, how do you tell which cottagecheese to rinse? (If attention to detail is important, how do you tell which details
are trivial and which are important?)
Individual Questions:
1. What are 2-3 good practical examples of leaders “rinsing their cottage cheese”?Alternatively you may answer what are 2-3 good practical examples of
Christians “rinsing their cottage cheese” when it comes to obeying God’s word?
2. What are 2-3 good practical ideas to avoid or stop daily temptations in your lifethat could impair you from being a great leader –i.e.ways to rinse your personal
cottage cheese?
3. How can you become more disciplined and empowered in following yourpersonal Hedgehog concept?
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Chapter 7 – Technology Accelerators / Christian Accelerators – Wisdom and Love.
James 1 4:5. If anyone lacks wisdom, he should ask God who gives generously without
finding fault, and it will be given to him.
The “Organization” and “Individual” questions for chapter 7 will be discussed in classroom small group, thus written answers are not required. It is recommended that each
student reflect on the questions before class and come prepared for the discussion. Ateam representative will report out on the questions in class
Organization Questions:
1. Summarize briefly at least 2 specific recent technology adoptions in industries or
organization you are familiar with that have been very successful. What
characteristics made them a good fit?
2. Why is new technology so appealing and what are some ways that organizationscan view new technologies more objectively?
Individual Questions:
1. Why it is important for leaders to understand what factors might accelerate their
personal leadership growth? Alternatively, why is it important for Christians to
understand what factors might accelerate their Christian walk?
2. How can leaders and Christians use a deeper understanding of wisdom and
love to accelerate their Christian walk?
3. Discuss some emerging technologies or cultural trends and how they can beapplied to advancing either your leadership growth or your Christian growth.
Decide within the group if it is wise to “crawl” with the identified trend or
technology or immediately “run”.
Chapter 7 – Personal Learning Agenda Questions:
1. List 2-3 activities that you’d like to do to grow in wisdom and love or grow in theuse of other leadership accelerators.
2. List a few ways you can use your personal Hedgehog concept to determine
whether you should adopt a new emerging technology or cultural trend in yourlife.
3. What are 2-3 things you can do to model “love” or compassion in your work,
family life, or personal Christian walk?
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Chapter 8 – The Flywheel and the Doom Loop / Diligence Builds Strength
Hebrews 5:14. But solid food is for the mature, who by constant use have trained
themselves to distinguish good from evil.
Organization Questions:1. Discuss how you can know that a business or organization is making progress
using “Good to Great” principles even though there are no significant
breakthrough results yet apparent?
2. If big programs with slogans, motivational materials, hoopla, etc do not lead to
greatness, why are there so many such programs? Is it wrong to have slogans for
an organizations’ Hedgehog and related communications?
Individual Questions:
1. Discuss ways that leaders can tell that they are making progress in their owndevelopment. Alternatively, discuss ways that Christians can tell they are
making progress in their Christian walk even though it may not be readily
apparent?
2. How can the “Flywheel” concept apply to a person’s own life or career?
Chapter 8 – Personal Learning Agenda Questions:
1. Review your personal Hedgehog concept from Chapter 5.
2. What are some ways that you know that you are advancing your personal
Hedgehog concept?
3. Write out what you would describe as breakthrough performance as it relates toyour personal Hedgehog.
4. What are 2-3 practical and tactical ways to act on advancing your personal
Hedgehog toward breakthrough performance?
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Concluding Personal Learning Agenda Exercise
1. Review and refine your personal Hedgehog from Chapter 5 to reflect your current
thinking.
2. Using what you’ve learned through out the “Good to Great” study, write out in just a phrase or few sentences your own personal purpose statement.
3. Review all Personal Learning Agenda Action notes from Chapters 2, 3 5, 7 &8 .
Identify the 3-5 actions you consider the highest priority. Work those that apply to
your Leadership Development or Christian Walk Development into your personal
Leadership Learning Agenda.
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Chapter 9 – From Good to Great to Built to Last / For God’s Glory
Colossians 1: 16 – 17. … all things were created by him and for him. He is before all
things, and in him all things hold together.
Organization and Individual Questions for Chapter 9 are optional. They may be turnedif for extra credit with Chapter 8 questions at the beginning of week 4.
Organization Questions:
1. What 2-3 practical ways that organizations can preserve their core values?
2. Based upon what we’ve learned through out the book, what are some of the tools
that can be used to develop a BHAG (Big Hairy Audacious Goal)?
Individual Questions:
1. “Built to Last’ companies preserve the core value while stimulating change.“Good To Great” companies have the framework to generate breakthrough
change or performance. Discuss how these two concepts apply to personal
development.
2. Discuss ways in which clarity of purpose can help simplify a person’s life.
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PERSONAL LEARNING AGENDA
Personal Vision Statement:
LEARNING AGENDA ACTION PLAN
Development Priorities Action Plans Involvement of Target
Others Dates
Development Focus:
Development Focus:
Development Focus:
Overall Plan Review and reflect on progress
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PERSONAL LEARNING AGENDAWorking Example
Personal Vision Statement:
1. Write a statement about your personal leadership vision for the next 3-5 years. In
preparing this statement, consider the following:
a. what is important to me?
b. How can I use my strengths?c. Where do I know I need to grow?,
d. What leaders and their leadership characteristics do I admire?
e. How do I want to be viewed as a leader?, and f. other questions you’ve
reviewed as part of Good To Great Personal Learning Agenda questions andexercises.
2. Given this vision, record the development priorities you have chosen, your specific
objectives and action plans, the involvement of others you require, and your target
dates for completion.
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LEARNING AGENDA ACTION PLAN—ExampleStep 1:
Development
Priorities
Step 2:
Action Plans
Step3:
Involvement
of Others
Step 4:
Target
Dates
Development Focus:Personal LearningObjectives:
• Have a clear vision
for my leadershipgrowth.
• Increase the time I
allocate to
personal learning.
• Read at least 4
books onLeadership in the
next year.
1. Complete and refine mypersonal vision / purpose on
a regular basis.2. Establish a list of learning
areas and books to focus on.
3. Read “Resonant Leadership”
by Richard Boyatzis in thenext two months.
4. Review my learning
objectives and action plan
quarterly.5. Find and begin attending a
regular Bible Study.
- None
- ConsultSupervisor
or professor.
- None
- None
-Pastor
6/07
6/07
8/07
9/07Qtrly
10/07
Development Focus:
Leverage RelationshipSkills
Objectives:
• Further develop
relationship skills
too leverage this
strength• Stay in touch with
people at all levels
of the organization
1. Meet with one team member
one on one each month toknow them better and
increase trust.
2. Take time to walk around
organization for the purposeof building others up.
3. Add John Maxwell’s 360Degree leader to my
developmental reading listand complete it by year end.
- Team
Members
- Self
- Self
2/07
12/07
12/07
Date
Development Focus:
Engage with HR tohelp find ways to “Get
the right people on the
bus” for our
department.Objectives:
• Learn more aboutthe hiring process.
• Volunteer to assist
with improving
the hiring process.
1. Contact HR. Learn more
about hiring and share GoodTo Great principles.
2. Volunteer to assist with
hiring process.
3. Define “Values” critical toour department’s success that
candidates should possess.
-HR
Manager
-Self
-Team
7/07
7/07
9/07
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Overall Plan Review & reflect on progress Qrtly.
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Development Focus Examples:
Frequent “Development Focus” areas often include Personal Learning, Growth
Experiences / Assignments, Increasing Leadership Reading, Developing MentorRelationships, Mentoring Others, Volunteering for Non Work Leadership Roles,
Improving Relational Skills, Improving Priority Setting, Increasing Biblical Knowledge,Learning Character Development Skills, Discovering My Life Purpose.