Depth Paper Or Research Proposal in an Area of Special Interest in the Field of Leadership Development

Course: DBA 880 SF1 Leadership Theory, Research and Application

Marcia Ruben, PhD Assistant Professor, Chair of Management Department Ageno School of Business) GOLDEN GATE UNIVERSITY

Contact Information Email: [email protected] Telephone: 415-442-6602 Office Hours: By Appointment

First Day of class: January 11, 2016 Last Day of class: April 18, 2016

Course Description and Objectives

Today’s business leaders face a myriad of challenges, from volatile economic changes, global interdependence, rapidly changing technologies, and conflicts and changes in governments across the globe. Today’s technology means that a teenager in a developing country can potentially develop a product that changes the landscape of an industry. Further, everyone thinks that they are an expert in leadership and leadership development. This course is designed to ground students in the field of leadership studies, with an emphasis on separating the wheat from the chaff that is, distinguishing what is grounded in proven theory and empirical research from that which is popular psychology.

We’ll cover the history and evolution of leadership practices, compare and contrast different approaches to leadership, review current literature and research, and analyze practical applications. Students will develop an in-depth paper or research proposal in an area of special interest in the field of leadership development. Class discussions will be based on assigned scholarly and practitioner works in the field of leadership studies with an emphasis on critical analysis and practical application. Students will write an overview paper articulating their personal view of leadership based on theories covered in class. Students will also be required to do an “applied” projectthat demonstrates application and reflection on a leadership theory or practice of their choice.

After completing this course, students should be able to: 1. Demonstrate knowledge of key leadership theories, concepts, and current practices addressed by academic research in the discipline. 2. Assess key leadership theories, concepts, and practices to assess their efficacy. They should be able to answer this question: are there facts and evidence to support? 3. Critically review the academic literature relating to a particular leadership topic and evaluate the research in terms of its contribution to knowledge and application to the practice of leadership. 4. Identify leadership-related areas and topics that offer potential for further research. 5. Prepare and lead critical discussions about research, theory, and practice in leadership. 6. Develop either a research proposal and/or in-depth paper in the field of leadership that meets high levels of scholar-practitioner standards 7. Articulate their own personal theory of leadership 8. Demonstrate an ability to apply and reflect on a leadership theory in the real-world

Prerequisite, Core Requisite, or Required Experience:

 Foundation curriculum, especially DBA 804, Management and Organizational Theory  Some management or leadership experience  Familiarity with academic research methods  Ability to navigate the online GGU library database

COURSE MATERIALS AND TOOLS: Articles and Books for this course are listed in the Reading List after the Course Outline and are subject to change. The listed books and articles are not meant to be all-inclusive. Students are expected to add to this literature through their own research. Copies of the listed articles are available from http://library.ggu.edu/search/r?SEARCH=dba+821, GGU’s Electronic Course Reserve (ECR), the Library’s online databases or provided via URLs. Two of the weeks will include a Harvard Business Review case study, which will need to be purchased directly from HBR. This is their policy and the library does not have access to these articles. Students and guest speakers will recommend additional readings.

The course requires use of GGU’s e-learning site, the internet, email with the ability to send and receive attachments, and the ability create, open and read documents in Microsoft Word, Excel, and PowerPoint.

CONTACTING THE INSTRUCTOR: The best way to reach me is via email at [email protected]. I check email frequently. Please put DBA 880 in the subject line.

COURSE STRUCTURE The course consists of 15 sessions on Monday evenings (unless we jointly agree to meet at an earlier time on Mondays). Two of the Monday sessions (1/19 and 2/16) fall on holidays and we will either meet online or choose another night of the week to meet. We will also meet online on February 22.

Weekly activities will include:  Discussion of leadership topics based on the description below. You are required to read all requested materials prior to class. Most of our time will be spent in student-led presentations and discussions, so being prepared is essential. Typically, you can expect to read one or two chapters in the required texts and anywhere from three to eight articles per week. As an average you will be required to read five articles a week. We’ll work together to find the right balance between rigor and reality. Research to find new and relevant research studies and articles is strongly encouraged.  Guest speaker(s) and some lecturettes by the instructor  Student presentations of the weekly topic via PowerPoint and discussion handouts  Submit written assignments by Sunday at midnight via the e-learning portal for this course.

The field of leadership is vast, with myriad theories, opinions, and approaches. With that in mind, finding an organizing structure is a challenge. In this course we will assume that a primary purpose of leadership is to lead some sort of change. When developing leaders it is helpful to think about what they have to know to be effective, what they need to do, how they should “be,” and the context in which they are leading. I have chosen to use the same organizing framework of knowing (cognition), being (identity), doing (behaviors), and the context of leadership for our study of leadership. Each theory and approach can and does fall in to more than one of these domains, and so the categorization is somewhat arbitrary.

The table on the next page lists a menu of theories and approaches and it is my hope that we will cover most of them. We will study some in more depth than others. As doctoral students, it is important for you to leave this course with a good understanding of the history of the field, the current issues around leadership, and also leadership issues and trends in the next five years or so. The Northouse text provides a good, although not inclusive leadership overview. During the first week, each student will identify areas of interest and sign up for areas you will be responsible for covering. This course structure is based on the notion that the best way to learn is to teach, and so you will all be teachers in this course, with my guidance.

Each week, we will engage in student-led presentations and discussions that compare and contrast various theories and approaches. As doctoral students you’ll consider both what each theory and approach contributes, what is missing, and what evidence there is to support its use.

DBA 880 Knowing-Doing-Being -Context of Leading Table

Knowing (Cognition) Doing (Behavior) Being (Identity) Context of Theories Leadership Great Man Competency Based Character and Values Leadership in Study of Classics Strength Based Ethical VUCA/Complexity/ Trait Based Contingency Authentic Leadership Sensemaking Psychological Situational Transformational Leading innovation, Behavior theories Path Goal Servant Leadership change Leadership Styles Leader-Member Ontological approach Leadership and Contingency Exchange Theory Power/Legitimacy/ Culture Situational Adaptive Conflict Path Goal Leadership in Strength Based LMX VUCA/Complexity/ Sensemaking Decision Process theory Sensemaking Neuroscience/ Transformational Leading Emotions Transactional innovation/change Women/Minorities Charismatic Leadership Leadership and Authentic Culture Ethical Moral Servant Sustainable Transcendent

Evaluation and Grading

Class Participation 40%  Show up prepared—you will earn points for each class session you fully participate, either in-person or online  Prepare presentations with slides, handouts  Lead discussions  Substantive critique of topics covered  Bring in research evidence to prove or disprove leadership theories Applied Project 10%  Proposal for applied project  Completion of applied project  Reflections on applied project Final Research or In depth paper and 40% presentation  In progress status reports (5%)  Final paper (30%)  Final presentation (5%) Final Reflection Paper 10%  Summary of what you have learned about leadership and yourself as a leader

COURSE REQUIREMENTS: 3

In-Class participation

Your participation in each week’s class discussion will provide an important measure of your progress and understanding of the course materials. Additionally, the quality of the participation is judged based on your inputs/comments, raised throughout the course. While this class may include short lecturettes, most of the class time is designed for an exploration of leadership issues through student led class discussions of the reading materials and some case studies. You are expected to come prepared for every class session and actively lead and participate in the discussions. You are also expected to lead at least one class discussion.

Pre-Class Reading and Preparation Your participation grade includes demonstration that you have carefully read and analyzed the reading for the week. Come prepared to discuss:

 Strengths and weaknesses of the article/chapter/theory  Unanswered questions and or/further research suggested by your own analysis of the article  You are also encouraged to bring in articles and current events relevant to management and leadership in business for class discussion. Class participation will be graded on your attendance, the quality and the quantity of your participation in the class discussions. Self-evaluation and evaluation by the instructor will be used in assessing your participation. You will be allowed to miss one class session. Students who must miss one or more class because of business reasons must inform the instructor in advance and will be required to complete a one-page review of each of the session’s assigned readings for attendance credit. Missing more than two classes could result in non-passing.

Online participation

For online weeks, you must complete all of the assigned reading by 6 p.m. Monday evenings, as if we were having class. We will use the online forum and possibly Lacuna Stories.

1. All of you must do an initial post answering the discussion questions by 8 p.m. PST 2. Because I can't dictate that you be online all of the same time to have an interactive discussion, we want to simulate a real conversation. That means you need to make at least three more posts in response to teammates over a period of the week, Monday through Sunday night. In my online classes, I require students to post in three different dates to ensure that you are part of the flow of the conversation and don't just log in, post to get it over with, and then log out! Ideally, you will all post on Monday, Wednesday, and Friday or Monday, Tuesday, Thursday, Saturday. 3. The discussion leader will post discussion questions and monitor the conversation. I will also monitor the conversations and be online. 4. Remember that the assigned readings are an "appetizer" and at a doctoral level I expect that your intellectual curiosity will lead you to discover other fascinating, related articles and information that you want to share 5. For those unsure about what to post after your initial post, use these guidelines for reading and discussing. Use these lenses to guide your discussions: a. As researchers looking to validate and test the theories, how would we do it? What’s been done? b. As scholars, do the theories hold water? What social science evidence could prove or disprove them? c. As leaders who want to improve our effectiveness, does it help? How? d. As leaders who want to develop leaders under us, does this help? How? e. As scholar-practitioners who want to work with others to improve their leadership, are these valid and pragmatic enough to use in a business setting?

Applied Project You are required to complete an applied project, which demonstrates application and reflection on a leadership theory or practice of your choice. Your applied project will demonstrate that you can apply 4 scholarship about leadership theory with practice and also articulate what you learned from the experience. You are encouraged to pick something that is germane to your own interests, work, and which is integral to your life. Pick out a theory or concept that you want to “test out” or apply in the world. Be sure that are you able to get feedback from one person or persons who can share their learning from your experiment.

You must submit a ½ to 1 page description of your proposed applied project for approval in Week 3.

Your deliverable is a reflective paper that first describes your project and includes some theoretical and/or conceptual references. Then describe what happened in the first person, what worked, what didn’t, what you learned, and what you might do differently next time. You might want to check out Bill Torbert’s website for some ideas on action inquiry http://www.williamrtorbert.com/action-inquiry/.

If your experiment is a PowerPoint presentation or video recording or any other form of media, you may include that as an attachment. You still need to write the reflection paper.

Some ideas for applied projects include the following:  Develop and deliver a leadership training workshop  Give a speech on leadership development  Design and lead a high profile meeting  Coach a leader on his her leadership over a period of a month

Final Paper-Research Proposal or In-depth Paper Choose a topic from the field of leadership that interests you. You can choose to either do a complete research proposal if that will advance your dissertation process, or an in-depth paper that approaches the leadership literature with a focused question and results in an inclusive, exhaustive review of one area within the field of leadership. I recommend that you approach this paper as a process of inquiry as opposed to documenting a body of knowledge in what I call a “book report.” Rather your in-depth paper should include a thorough critical review and synthesis of the literature in regard to the issue explored. It should also articulate your own thinking, questioning, and hypothesizing. Take a clear position and provide strong justification of that position from the theoretical literature and empirical evidence. Be sure to assess the implications of your position for theory, research, and practice. If you choose to do an in-depth paper, it must be 20-30 pages long, 12 point font, double spaced, excluding cover page and references, in APA format, with a bibliography that includes at least 20 scholarly references. You should have no more than 15% block quotes and minimal charts and graphs. If you do use charts and graphs, use them to add to your paper, not take up space. Remember this is a doctoral level course.

If you choose to do a research proposal, you will conduct a review of the literature in an area germane to the field of management/leadership and develop a research topic in this area. At a minimum, your paper should (1) define the area of your study and the fields of theory and research that make up this area, (2) identify the past theory and research in the area, (3) evaluate the current state of knowledge, theory, and practice in this area, (4) identify some unresolved issues and develop a research proposal that addresses these unresolved issues. Your research proposal should present a set of hypotheses/research questions and lay out a research plan to test these hypotheses. The proposal should have 20 to 30 pages, 12 point font, double spaced, excluding a bibliography and cover page, and presented in a standard APA format. You must include at least 20 scholarly references. You should have no more than 15% block quotes and minimal charts and graphs. If you do use charts and graphs, use them to add to your paper, not take up space. Remember this is a doctoral level course.

Some suggested areas for research are:

• How can strength based leadership practices be applied to ensure firm success? • How effective is brain science leadership training in facilitating transformational change? • What is the profile (competencies, skills, and attributes) of corporate leaders who successfully transition to C-level positions in start-up firms? • How effective is executive leadership coaching in developing high potential leaders?

In Progress Status Reports Per the syllabus schedule, you will submit progress reports on your final paper approximately every three weeks. Each progress reports needs to include at least five annotated bibliography references. You are encouraged to ask questions and consult me if you have challenges along the way.

Final Presentation The final research reports should be posted as per the course schedule and each individual will be given 20 minutes to present their final reports. Sufficient time will be allocated for discussions, immediately after the presentations.

Final Reflection Paper In week 1, you identified your mental models about leadership and you as a leader. You also shared a visualization of your “Day in the Life” as a leader. Based on what you have read, learned, and discussed, how are my assumptions about leadership different than in week 1? What is you articulated theory of leadership? What evidence do you have that it will serve you in what I choose to be doing in five years? What have you learned about leadership and yourself as a leader? This paper should be five to eight pages, excluding a cover page and reference page.

Late Assignments All assignments are due on due dates posted in the syllabus and discussed in class. Late assignments will be docked 10% for each day that they are late. In the case of a real emergency, you must notify the professor immediately to make alternative arrangements.

Bookstore:

To purchase course books and materials from eFollet, GGU's official online bookstore, click here.

University Library

There are several databases available through the Golden Gate University Library for students to conduct research on various topics. You are strongly encouraged to get to know Aira Lipson, our librarian and consult with her frequently. Remote (off campus) access to the databases requires your last name and student ID# (located on the front of your ID card). Be sure to type in ALL 7 digits, including the starting 0. Example: 0123456. You may access the library from GGU’s homepage at http://www.ggu.edu/library/home.html.

 Librarians are available to help you with research assistance. You are welcome to: o Email: [email protected] o Phone: (415) 442-7244 o IM: http://www.ggu.edu/libraries/university-library/contact o Or text message: (415) 448-7993  The University Library’s website http://www.ggu.edu/libraries/university-library offers a wealth of information to guide you through the research process, including research guides http://ggu.libguides.com for each academic program.  For information on APA citation visit the University Library’s APA Research Guide: http://ggu.libguides.com/apa  Databases http://ggu.libguides.com/databases available through the library can help you locate articles, reports, statistics, and other resources.  If you need something that the library doesn’t own, you can request it using Interlibrary Loan: http://www.ggu.edu/forms/interlibrary-loan.jsp

To Access eReserve Articles: (if you decide to use this library service)

Go to http://library.ggu.edu then click on Course Reserves by Course Name

 Type in DBA 880 or my last name (Ruben) 6

 Click on article you want to read  Type in your last name  Type in your student ID number

If you have problems obtaining articles, contact: (877) 448-8542

Research and Documentation:

Free Resources (Live and Online) for GGU Students

1. For detailed information on using and citing sources using APA, MLA, and other styles, consult A Writer’s Reference by Diana Hacker, the textbook used in GGU English composition classes, available in the GGU Bookstore, or consult the free website http://dianahacker.com/writersref/resdoc.html

2. The University Library’s web site offers a wealth of information to guide you through the research process. Resources include a sample research paper and detailed information on evaluating and citing sources. Available at http://internet.ggu.edu/university_library/

3. An online tutorial, Core Research Skills, is designed to help you find, evaluate, and use library and online sources in your projects and papers. In every step of the tutorial, a reference librarian is available to help with specific research needs and questions. The tutorial is free and can be accessed at http://www.ggu.edu/cybercampus/FreeDemo

4. At the Writing Center, located in Room P-25 at the San Francisco campus, you work one-on-one with experienced writing tutors (most of them GGU instructors) who are familiar with the types of writing assignments common in GGU courses.

5. The Online Writing Lab (OWL) offers online writing help to GGU students. OWL tutors help you solve specific problems in the work you submit, and guide you through the writing process. The OWL is available at http://www.ggu.edu/academic_programs/division_general_ed/english_communications/online_writing _lab

6. (Optional if you decide to use Turnitin.com) Ask your instructor about Turnitin.com. Turnitin helps you avoid unintentional plagiarism. When you submit a paper to Turnitin’s website, it searches 4.5 billion pages of web and printed sources, documents any matches, and give you the source for each match. You can then be sure your sources are properly documented. Any instructor can set up Turnitin for his or her students to log in to. In addition, Turnitin’s homepage has research resources available to anyone at http://www.turnitin.com without logging in.

Documenting Sources:

Just 4 Rules

1. For short passages (usually under 40 words) quoted word for word, “put the quoted material inside quotation marks (like this is), and provide the author, date, and page number in parentheses right after the quotation” (Jones, 1999, p. 76).

2. For longer quotations,

Instead of quotation marks, the quoted material gets its own paragraph, and the entire paragraph is indented (given wider margins than the rest of the paper, like this paragraph). Then the author, date, and page number appear in parentheses at the end of the paragraph, and outside the last period. (Jackson, 2003, p. 229)

3. If you use material from another source but change the wording (called paraphrasing), give the author 7 and date in parentheses (Jones, 1999).

4. At the end of the paper, give full bibliographical information for all your sources on a page called References. There are different styles for documenting sources. GGU recommends the APA style, which is used in the social sciences. An instructor, however, may require another style, so ask.

Plagiarism (using someone else's words and/or ideas without giving them credit) is taken very seriously at GGU. You are required to reference your sources of information and we do check. If you have particular questions about plagiarism you are strongly urged to ask me or to contact the Online Writing Lab (OWL). The consequences of plagiarizing are outlined in the university catalog.

Grading Policy Grading Points Percentage A 93% - 100% A- 90% - 92.9% B+ 87% - 89.9% B 83% - 86.9% B- 80% - 82.9% C+ 77% - 79.9% C 73% - 76.9% C- 70% - 72.9% D+ 67% - 69.9% D 63% - 66.9% D- 60% - 62.9% F 0% - 59.9%

Instructor Bio

Marcia Ruben, Ph.D. joined GGU as an Adjunct Professor of Management in November 2010 and was appointed a Visiting Assistant Professor in July 2012. In January 2013 she was appointed an Assistant Professor. In May 2014 she was appointed to the Chair of the Management Department. She has served as an adjunct graduate school professor of Management and Leadership at Kaplan University. Dr. Ruben is president of Ruben Consulting Group, Ltd. and has expertise in executive leadership, team performance, change management, and organizational development. Her work with clients is grounded in her experience as a senior leader, account executive, and business consultant. For more than 25 years, she has helped individuals, teams and companies excel by focusing on the human and organizational system issues that impact performance and growth. Her consulting and coaching practice ranges from assignments leading change management efforts for global initiatives, strengthening leadership team and cross- functional collaboration and coaching executive leaders. Marcia works with a wide spectrum of industries—clean technology, high technology, biotechnology, financial services, retail, private equity, nonprofits, universities, and professional services firms.

Marcia earned the Certified Management Consultant designation from the Institute of Management Consultants USA in 2002. This designation is awarded to select consultants who have demonstrated a history of substantive results for clients, adherence to the canon of ethics of the Institute of Management Consultants USA, and professional practice management. The CMC is an ISO certified designation. She also an accredited executive coach and completed a yearlong evidence-based coaching certification program. She earned the Professional Certified Coach (PCC) from the International Coach Federation in 2010.

Dr. Ruben earned her Ph.D. in Human and Organizational Systems from Fielding Graduate 8

University, and is currently working on a book based on her doctoral research. She earned an M.A. in Human and Organizational Systems from Fielding Graduate University and an M.S. in Counseling from California State University, Hayward. Marcia graduated Phi Beta Kappa with a B.A. from University of California, Berkeley. She has co-authored several articles that are recognized as thought-leaders in the change management and coaching industry. She and her husband live in San Francisco. They enjoy the arts, early morning core strength workouts, and spending time with friends and family.

Note: This schedule, outline, and syllabus are subject to change. Students will sign up for specific topics and presentations. If you wish to switch with another student, please notify the instructor as soon as possible. Week Topic Assignment

1 Introductions/Overview of Due in class: 1/11 Leadership Field Research and 1. Your leadership interest, what and how you state of the field want to learn this term? 2. Read Senge, Mental Models (CR) and identify your mental models about leadership and you as a leader, i.e., your internal pictures of the world and how they might be shaping your actions and decisions. Reflect on your Northouse, Chapter 1 assumptions about leadership as you do or Pfeffer—Preface, Chapter 1, 8 would like to practice it. Be prepared to share Article: #1-Senge, Mental each of your assumptions in a sentence. Models 2 Online Knowing 1. Participate in a discussion forum comparing, 1/18 Theories about Leadership: contrasting, and evaluating these theories. MLK Psychological/Biological/Trait; What is missing? Situational, sociological

Northouse Chapter 2, 5 Articles#3-Kirkpatrick & Lock; # 5-Stodgill; #6-Zaccarro; #9- Graeff; #12-Vecchio

3 Knowing 1. Student led discussions—student 1/25 Behavior theories, Leadership presentations of topics based on Northouse, styles articles in course reserves, others. Prepare PPT and brief summary handouts of key points Northouse, Chapter 4 Articles #124-Bowers & Due: Seashore #125- Fernandez; ½ to one page proposal for your applied project #127-Pandit & Jhamtani; #128- ½ to one page proposal of your in depth paper Penney 4 Doing Due 2/2 Theories about Leadership: 1. Student led discussions Contingency theory; Path-Goal; Leader-Member Exchange Theory

Northouse chapters 6, 7, 8 Articles #21-Liden, Sparrowe, Wayne; # 23-Schriesheim, C. A., Castro, S. L., Zhou, X., & Yammarino; # 130-Moorhead & Griffin;# 131 Malik

5 Being 1. Student led discussions 2/8 Character and Values based approaches; Authentic leadership;

Northhouse, Chapter 11 Pfeffer, Chapters 2, 3 and 4 Articles #25-Bennis & Thomas, , #35-Fernandez & Hogan; #38 Wilber, # 36 Goffee & Jones

CASEPACK #a: McLean, Mulchay

6 Online Doing 1. Student led discussions 2/15 Competency President’s Based/Skills/Strength Based Due: Day Leadership Progress report on your final paper, including briefly annotated bibliography Northouse, Chapter 3 Articles #26-Brown; #29-Katz, #30, -Lombardo, Ruderman, McCauley;#32-Silva, #34- Zenger Folkman, #28-Feser, Mayol, Srinivasan; #33-Zenger Folkman 7 Being 1. Student led discussions 2/22 Transformational Leadership, Online Servant leadership, authentic leadership; Adaptive Leadership, ontological approach to leadership

Northouse, Chapter 8,9, 10, 11 Articles #20-Hunt; #68-Bennis; #71-Flores 8 Being 1. Online forum discussion—subset of students 2/29 Power/Legitimacy/Conflict propose questions and lead discussion

Pfeffer, Chapters 4, 5, 6, 7 Kellerman excerpts from the Due: classics –Choose one: Plato, Your applied project paper Machiavelli, Milgram and Arendt, Churchill

Articles # 74-Coutu; #75- Cuddy, Kohut, Neffinger; #76-

Goncalves, #79-Magee &

Galinsky

CASE #b McGinn, Lingo

9 Context of Leadership 1. Student led discussion 3/7 Leadership in VUCA, Complexity, Sensemaking Due: Progress report on your final paper, including full Articles Divide among outline and previously submitted, updated briefly participants: # 90-Ancona; #91- annotated bibliography Conklin; #92-Marion & Uhl- Bien;#93-Osborn, Hunt, Hauch; #98-Sutcliffe & Vogus; #85 Wieck; #101-Weick & Roberts, #95, Regine & Lewin

10 Being 1. Lecturette 3/14 Neuroscience and Leadership 2. Student led discussion

Articles # 52-Dixon, Rock, Ochsner;#55-Lieberman &Eisenberger, 58-Ochsner; #61-Rock;#62 Rock & Tang; #64, Rock & Cox

11 Being 1. Lecturette 3/21 Neuroscience and Leadership 2. Student led discussion

Articles: #49 Avolio; # 50 Baumeiester; #51 Boyatiziz; #53 Goleman & Boyatziz; #65 Schwartz; # 67 Waldman et al

12 Context of Leadership 1. Student led discussion 3/28 Leadership and Culture Due: Northouse, Chapter 15 Progress report on your final paper, including Articles # 102-Allio; #103- percent complete, what’s working, where you are Basadur stuck #104-Isaacson, #106-Rashid &Leonard # 109 Tushman, Kron 13 Context of Leadership 1. Student led discussions 4/4 Leading Innovation/Change Potential Guest speaker

Article # 112-Chatman & Cha; #112, Chatman & Eunyoung# #114-Schein

14 Context of Leadership 1. Which leadership assessments have you 4/11 Review of leadership taken? What questions do you have? Assessments Due: Articles (# 52-Dixon & Rock); Final project #117-Cacioppe & Albrecht; #118-Goodstein; # 119- Judge;#121-Kaplan, #122- Leonard & Straus; #123 Roberts 15 Final project presentations Due 4/18 Final presentation Final Reflection Paper

REQUIRED TEXTS, READINGS, AND OTHER MATERIALS:

Required Books: Northouse, P. G. (2016). Leadership: Theory and Practice (Seventh ed.). Los Angeles, CA Sage.

Pfeffer, J. (2015). Leadership BS: Fixing workplaces and careers one truth at a time. New York. Harper Collins

Required Cases: George, W.W., McLean, A.N. (2010). Anne Mulcahy: Leading Xerox through the perfect storm (A). Boston, Harvard Business, 9-405-050.

McGinn, K. L. & Lingo, E.L. Power and influence: Achieving your objectives in organizations. Harvard Business Case, 9-801-425.

Here is the access to buy these cases at a greatly reduced price!! https://cb.hbsp.harvard.edu/cbmp/access/43064052

Highly Recommended, Not Required Books

Bass, B. M. (2008). Handbook of leadership: Theory, Research, and Managerial Applications. New York, NY [u.a. Free Press.]

Beerel A. (2009). Leadership and change management. Sage Publications

Burns, J. M. G. (2010). Leadership. New York: HarperPerennial.

Drath, W. (2001). The deep blue sea: Rethinking the source of leadership. San Francisco: Jossey-Bass.

George, B., & Sims, P. (2007). True north: Discover your authentic leadership. San Francisco, Calif: Jossey-Bass/John Wiley & Sons.

Heath, C., & Heath, D. (2010). Switch: How to change things when change is hard New York: Broadway Books.

Heifetz, R. A., & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading. Boston, Mass: Harvard Business School Press.

Zenger, J. and Folker, J. (2009). The extraordinary leader. New York, McGraw Hill

SELECT BIBLIOGRAPHY:

10.1. Journals and Periodicals:

Academy of Management Journal Academy of Management Perspectives Academy of Management Review Administrative Science Quarterly 12

Behavioral Neuroscience California Management Review Consultation European Conference on Management and Leadership and Governance Harvard Business Review Human Resource Management Journal of Applied Behavioral Science Journal of Leadership and Organizational Studies Leader to Leader Leadership Quarterly NeuroLeadership Journal Organization Dynamics Social Psychology Strategy + Business (available online)

Papers and Articles by Topic:

The following papers and articles are organized according to the topics, which will be covered in the course. While extensive, this is not an exclusive list. These are meant as a starting point for your inquiry and discovery in the field of leadership.

Introduction and Overview 1. Senge, P. M. (1992). Mental models. Strategy & Leadership, 20(2), 4.

Psychological/Biological/Trait Based Leadership 2. Catell, R. B. & Stice, G. F. (1954). Four formulae for selecting leaders on the basis of personality. Human Relations, 7, 493-507.

3. Kirkpatrick, S. & Lock, E. (1991). Leadership. Do traits matter? The Executive, 5(2), 48-60.

4. Lombardo, M. M. and McCauley, C. D. (1988). The dynamics of management derailment (Technical Report No. 34, July, 1988). Greensboro, NC: Center for Creative Leadership.

5. Stogdill, R. M. (1948). Personal factors associated with leadership: A survey of the literature. Journal of Psychology, 24, 35-71.

6. Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62(1), 6-16. doi:10.1037/0003-066X.62.1.6

Situational Approaches to Leadership 7. Albano, C. (2000). What is adaptive leadership? Online paper, Retrieved February, 2006, from www.selfgroth.com/articles/calbano.html

8. Chemers, M. M. (2000). Leadership research and theory: A functional integration. Group Dynamics: Theory, Research and Practice, 4(1), 27-43.

9. Graeff, C. L. (1997). Evolution of situational leadership theory: A critical review. Leadership Quarterly, 8(2), 153-171.

10. Strube, M. & Garcia, J. (1981). A meta-analysis investigation of Fieldler’s contingency model of leadership effectiveness. Psychological Bulletin, 90, 307-321.

11. Tannenbaum, A. S. & Schmidt, W. H. (1958, March-April). How to choose a leadership pattern. Harvard Business Review, 36.

12. Vecchio, R. P. (1987). Situational leadership theory: An examination of a prescriptive theory. Journal of Applied Psychology, 71(3), 444-451.

Sociological Based Approaches to Leadership 13

13. Avolio, B. J. & Kahai, S.S. (2003). Adding the e to e-leadership: How it may impact your leadership. Organizational Dynamics, 31(4), 325-338.

14. Bartlett, C. & Ghosal, S. (1997). The myth of the generic manager: New personal competencies for new management. The Academy of Management Review, 28(1), 124-142.

15. Bass, B. M. (1989). The two faces of charismatic leadership. Leaders Magazine, 12(4), 44-45.

16. Brown, D. & Keeping, L. M. (2005) Elaborating the construct of transformational leadership: The role of affect. Leadership Quarterly, 16, 245-252.

17. Buckingham, M. & Coffman, C. (1999). First break all the rules. New York: Simon & Schuster.

18. Fletcher, J. K., & Käufer, K. (2003). Shared leadership: Paradox and possibility. In C. L. Pearce & J. A. Conger (Eds.), Shared leadership: Reframing the how's and whys of leadership (pp. 21-47). Thousand Oaks, CA: Sage.

19. Hiller, N. J., DeChurch, L. A., Murase, T., & Doty, D. (2011). Searching for outcomes of leadership: A 25- Year Review. Journal Of Management, 37(4), 1137-1177. doi:10.1177/01492063103935

20. Hunt, J. G. (2000). Transformational/charismatic leadership's transformation of the field: An historical essay. Leadership Quarterly, 10(2), 129-144.

21. Liden, R. C., Sparrowe, R. T., & Wayne, S. J. (1997). Leader-member exchange theory: The past and potential for the future. Research in Personnel and Human Resource Management, 15, 47-199.

22. O'Toole, J., Galbraith, J., & Lawler II, E. E. (2002). When two (or more) heads are better than one: The promise and pitfalls of shared leadership. California Management Review, 44(4), 65-68.

23. Schriesheim, C. A., Castro, S. L., Zhou, X., & Yammarino, F. J. (2001). The folly of theorizing A but testing B: A selective level-of-analysis review of the field and a detailed leader-member exchange illustration. Leadership Quarterly, 12(4), 515-551.

24. Van Knippenberg, D & Sitkin, Sim S. (2013) A critical assessment of charismatic-transformational leadership research: Back to the drawing board?, The Academy of Management Annals, 7:1, 1-60, DOI: 10.1080/19416520.2013.759433

Competency Based Approaches to Leadership 25. Bennis, W. G., & Thomas, R. J. (2002). Crucibles of Leadership. Harvard Business Review, 80(9), 39- 45.

26. Brown, L. M. (2001). The Leadership Pipeline: Book Review. Business Book Review, 18(9).

27. Corporate Leadership Council (2000). Custom survey written to fulfill the specific research request of a single member of the Corporate Leadership Council. Proprietary study. Washington, DC: Corporate Executive Board.

28. Feser, C., Mayol, F., & Srinivasan, R. (2015). Decoding leadership: What really matters. McKinsey Quarterly. 29. Katz, R. (1955). Skills of an effective administrator. Harvard Business Review, 33(1), 33-42.

30. Lombardo, M. M., Ruderman, M. N., & McCauley, C. D. (1988). Explanations of success and derailment in upper-level management positions. Journal Of Business & Psychology, 2(3), 199-216. 31. Mumford, M. D., Zaccaro S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. Leadership Quarterly, 11(1), 11-35.

32. Silva, Alberto. (2014) What we can learn from great leaders. Journal of Leadership Studies. 8(3). 52- 58

33. Zenger, J. H., Folkman, J. R., & Edinger, S. K. (2011). Making yourself indispensable. Harvard Business Review, 89(10), 84-92.

34. Zenger, J., & Folkman, J. (2009). Ten Fatal Flaws That Derail Leaders. Harvard Business Review, 87(6),

Character/Values Based Approaches 35. Fernandez, J. E., & Hogan, R. T. (2002). Values-based leadership. The Journal for Quality and Participation, 25(4), 25-27. Retrieved from http://search.proquest.com/docview/219109222?accountid=25283

36. Goffee, R., & Jones, G. (2000). Why should anyone be led by you? (cover story). Harvard Business Review, 78(5), 62-70.

37. Pauchant, T. C. (2005). Integral leadership: A research proposal. Journal of Organizational Change Management, 18(3), 211-229. Retrieved from http://search.proquest.com/docview/197613139?accountid=25283

38. Wilber, K. (1974). The spectrum of consciousness. Main Currents in Modern Thought, 31(2), 15-21.

Strengths Based Approaches 39. Buckingham, M., & Goodall, A. (2015). Reinventing performance management. (cover story). Harvard Business Review, 93(4), 40-50.

40. Cuddy, Amy J. C.; Kohut, Matthew; Neffinger, John (2013). Harvard Business Review, 91(7), 54-61.

41. Jay, R. T. (2005). Positive leadership yields performance and profitability. Development and Learning in Organizations, 19(3), 15-17. Retrieved from http://search.proquest.com/docview/218794382?accountid=25283

42. Kaiser, R. B., & Overfield, D. V. (2011). Strengths, strengths overused, and lopsided leadership. Consulting Psychology Journal: Practice and Research, 63(2), 89-109. doi:10.1037/a0024470

43. Kouzes, J. M. & Posner, B. Z. (2003). Challenge is the opportunity for greatness. Leader to Leader, 28.

44. Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695-706.

45. Seligman, M. E. P. & Csikszentmihalyi (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.

46. Welch, D., Grossaint, K., Reid, K., & Walker, C. (2014). Strengths-based leadership development: Insights from expert coaches. Consulting Psychology Journal: Practice & Research, 66(1), 20-37. doi:10.1037/cpb0000002

47. Whitney, D., Trosten-Bloom, A., & Rader, K. (2010). Leading positive performance: A conversation about appreciative leadership. Performance Improvement, 49(3), 5-10. doi:10.1002/pfi.20131

48. Yi, Z., & Chandrasekar, N. (2011). When building strength is not enough: An exploration of derailment potential and leadership strength. Journal of General Management, 36(3), 37-51.

Neuroscience and Leadership 49. Avolio, B. J. (2014). Examining leadership and organizational behavior across the boundaries of science. Consulting Psychology Journal: Practice & Research, 66(4), 288-292. doi:10.1037/cpb0000017

50. Baumeister, R. F., Bratslavsky, E., Findenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5, 323-370. 15

51. Boyatzis, R. E. (2014). Possible contributions to leadership and management development from neuroscience. Academy of management learning & education, 13(2), 300-303.Review of General Psychology, 5(4), 323-370. doi: 10.1037//1089-2680.5.4.323

52. Dixon, P., Rock, D., & Ochsner, K. (2010). Turn the 360 around. NeuroLeadership Journal (3), 78-86.

53. Goleman, D., & Boyatzis, R. (2008). Social intelligence and the biology of leadership. Harvard BusinessReview, 86(9), 74-81.

54. Lieberman, M., (2009). The brain’s braking system. NeuroLeadership Journal (2), 9-14.

55. Lieberman, M., & Eisenberger, N. (2008). The pains and pleasures of social life: A social cognitive neuroscience approach. NeuroLeadership Journal (1), 26-37.

56. McDonald, P. (2009). The potential contribution of neuroscience to authentic leadership. NeuroLeadership Journal (2) 53-66.

57. Mobbs, D., & McFarland, W. (2010). The neuroscience of motivation. NeuroLeadership Journal (3), 43- 52.

58. Ochsner, K. (2008). Staying cool under pressure: Insights from cognitive neuroscience and their implications for self and society. NeuroLeadership Journal.

59. O'Conner, M., Cooper, N. J., Williams, L. M., DeVarney, S., & Gordon, E. (2010). NeuroLeadership and the productive brain. NeuroLeadership Journal (3), 37-42.

60. Rock, D., & Schwartz, J. (2006). The neuroscience of leadership. Strategy and Business.

61. Rock, D. (2006). Managing with the brain in mind. Strategy + Business (56).

62. Rock, D., and Tang, Y. (2009) Neuroscience of engagement. NeuroLeadership Journal (2) 15-22.

63. Rock, D. (2008). SCARF: A brain-based model for collaborating with and influencing others. NeuroLeadership Journal.

64. Rock, D., & Cox, C. (2012). SCARF in 2012: Updating the neuroscience of collaborating with others. NeuroLeadership Journal (4), 129-142.

65. Schwartz, J. M. (1999). A role for volition and attention in the generation of new brain circuitry. Toward a neurobiology of mental force. Journal of Consciousness studies, 6(8-9), 8-9.

66. Waldman, D. A., Balthazard, P. A., & Peterson, S., J. (2011). Leadership and neuroscience: Can we revolutionize the way that inspirational leaders are identified and developed? Academy of Management Perspective, 25(1), 60-74.

67. Waytz, A., & Mason, M. F. 2013. Your brain at work. Harvard Business Review, 91(7– 8): 102.

Ontology 68. Bennis, W., &Thomas, R.J.. Crucibles of leadership, Harvard Business Review, 80, 39-45.

69. Erhard, Werner and Jensen, Michael C. and Zaffron, Steve and Granger, Kari L., Introductory reading for the 'Being a leader and the effective exercise of leadership: An ontological / phenomenological model' course (September 2, 2014). Harvard Business School Negotiations, Organizations and Markets Unit Research Paper Series No. 10-091; Barbados Group Working Paper No. 08-01; Simon School Working Paper No.08-02; Gruter Institute Squaw Valley Conference 2009: Law, Behavior & the Brain. Available at SSRN:http://ssrn.com/abstract=1585976 or http://dx.doi.org/10.2139/ssrn.1585976

70. Erhard, Werner and Jensen, Michael C. and Group, Barbados, A new paradigm of individual, group, and organizational performance (November 17, 2010). Harvard Business School NOM Unit Working Paper No.11-006; Barbados Group Working Paper No. 09-02. Available at SSRN: http://ssrn.com/abstract=1437027or http://dx.doi.org/10.2139/ssrn.1437027

71. Flores, F., Graves, M., Hartfield, B., & Winogard, T. (1988). Computer systems and the design of organizational interaction. ACM Transactions on Information Systems, 6(2), 153-172.

72. Maturana, Humberto R. (1988). Reality: The search for objectivity or the quest for a compelling argument. Irish Journal of Psychology, 9:1 25-82.

Power/Legitimacy/Conflict 73. Coleman, P. T., & Kugler, K. G. (2014). Tracking managerial conflict adaptivity: Introducing a dynamic measure of adaptive conflict management in organizations. Journal of Organizational Behavior, 35, 945-968. doi: 10.1002/job.1935

74. Coutu, D. (2008). Smart power. Harvard Business Review, 86(11), 55-59.

75. Cuddy, A. C., Kohut, M., & Neffinger, J. (2013). Connect, then lead. Harvard Business Review, 91(7), 54- 61.

76. Goncalves, M. (2013). Leadership styles: The power to influence others. International Journal of Business & Social Science, 4(4), 1-3.

77. Kellerman, B.(2010). Leadership: Essential selections on power, authority, and influence: Chapters on Plato, Machiavelli, Milgram and Arendt, Churchill,

78. Magee, J.C. & Galinsky, A. D (2013) The Powerful effect (on men) of thinking about the powerful. Harvard Business Review, 91(5), 28.

79. Magee, J.C. & Galinsky, A.D. (2008) Social hierarchy: The self‐reinforcing nature of power and status, The Academy of Management Annals, 2:1, 351-398, DOI: 10.1080/19416520802211628

80. Pfeffer, J. (2013). Power, capriciousness, and consequences. Harvard Business Review, 91(4), 36.

81. Rus, D., van Knippenberg, D, Wisse, B. (2012). Leader power and self-serving behavior: The moderating role of accountability. Leadership Quarterly, 23(1), 13-26.

82. Sasser, E.W., & Beckham, H.,(2008) Thomas Green, Power office politics, and a career in crisis, Harvard Case. https://hbr.org/product/thomas-green-power-office-politics-and-a-career-in-crisis/2095- PDF-ENG

83. Tushman, M. L., Smith, W. K., & Binns, A. (2011). The Ambidextrous CEO. Harvard Business Review, 89(6), 74-80.

Women and Leadership 84. DeRue, D. S., & Ashford, S. J. (2010). Who will lead and who will follow? A social process of identity construction in organizations. Academy of Management Review, 35(4), 627-647.

a. Ely, R. J., Ibarra, H., & Kolb, D. M. (2011). Taking gender into account: Theory and design for women's leadership development programs. Academy of Management Learning and Education, 10(3), 207- 227.

85. Ibarra, Herminia; Obodaru, Otilia. (2009). Harvard Business Review, 87(1), 62-70.

86. Ibarra, H., Ely, R, Kolb, D. (2013). Women rising: The unseen barriers. Harvard Business Review, 61-66.

87. Ibarra, H., & Petriglieri. (2007). Impossible selves: Image strategies and identify threat in professional women's career transitions. Insead Working Paper, 69. 17

88. Kolb, D. M. (2013). Negotiating in the shadows of organizations: Gender, negotiation, and change. Ohio State Journal on Dispute Resolution, 28(2), 241.

89. Rosener, Judy B. (1990). Harvard Business Review, 68(6), 119-125.

Leadership/VUCA and Complexity 90. Ancona, D., Malone, T., Orklikowski, W., & Senge, P. (2007). In praise of the incomplete leader. Harvard Business Review, 85(2), 92-100.

91. Conklin, J. (2001). Wicked problems and social complexity. Retrieved February 1, 2005, from http://cognexus.org/wpf/wickedproblems.pdf

92. Marion, R., & Uhl-Bien, M. (2001). Leadership in complex organizations. The Leadership Quarterly, 12(4), 389-418.

93. Osborn, R. N., Hunt, J. G., & Jauch, L. R. (2002). Toward a contextual theory of leadership. The Leadership Quarterly, 13(6), 389-418.

94. Palus, C. J., Horth, D. M., Selvin, A. M., & Pulley, M. L. (2003). Exploration for development: Developing leadership by making shared sense of complex challenges. Consulting Psychology Journal: Practice and Research, 55(1), 26-40.

95. Regine, B., Lewin, R. (2000). Leading at the edge: How leaders influence complex systems. Emergence, 2(2), 5-23

96. Snowden, D., & Stanbridge, P. (2004). The landscape of management: Creating the context for understanding social complexity. From http://emergence.org/ECO_site/ECO_Archive/Issue_6_1- 2/Snowden_Stanbridge.pdf

97. Staw, B. M., Sandelands, L. E., & Dutton, J. E. (1981). Threat-rigidity effects in organizational behavior: A multilevel analysis. Administrative Science Quarterly, 26, 501-524.

98. Sutcliffe, K. M., & Vogus, T. (2003). Organizing for resilience. In K. S. Cameron, J. E. Dutton & R. E. Quinn (Eds.), Positive organizational scholarship (pp. 94-110). San Francisco: Berrett-Kohler.

99. Weick, K. E. (1988). Enacted sense making in crisis situations. The Journal of Management Studies, 25(4), 305-318.

100. Weick, K. E. (1993). The collapse of sense making in organizations: The Mann Gulch disaster. Administrative Science Quarterly, 38(4), 628-653.

101. Weick, K. E., & Roberts, K. H. (1993). Collective mind in organizations: Heedful interrelating on flight decks. Administrative Science Quarterly, 38(3), 357-381.

Leadership/Innovation/ Change 102. Allio, R. J. (2005). Interview with Henry Chesbrough: Innovating innovation. Strategy & Leadership, 33(1), 19-24. Retrieved from http://search.proquest.com/docview/194375168?accountid=25283

103. Basadur, M. (2004). Leading others to think innovatively together; Creative leadership. The Leadership Quarterly, 15(1), 103-121.

104. Isaacson, W. (2012). The real leadership lessons of Steve Jobs. (cover story). Harvard Business Review, 90(4), 92-102.

105. Krause, D. E. (2004). Influence-based leadership as a determinant of the inclination to innovate and of innovation-related behaviors: An empirical investigation. The Leadership Quarterly, 79, 102.

106. Rashid, F., Edmondson, A. C., & Leonard, H. B. (2013). Leadership Lessons from the Chilean Mine Rescue. Harvard Business Review, 91(7), 113-119. 18

107. Schoemaker, P. H., Krupp, S., & Howland, S. (2013). Strategic leadership: The essential skills. Harvard Business Review, 91(1), 131-134.

108. Schaffer, R. H. (2010). 4 mistakes leaders keep making. Harvard Business Review, 88(9), 86-127.

109. Tushman, M.L., Kiron, D. (2011). Ganesh Natarajan: Leading innovation and organizational change at Zensar (B). Boston: Harvard Business Case

Leadership and Culture 110. Aydogdu, S., & Asikgil, B. (2011). The effect of transformational leadership behavior on organizational culture:An application in pharmaceutical industry. International Review of Management and Marketing, 1(4), 65-n/a. Retrieved from http://search.proquest.com/docview/920865003?accountid=25283

111. Chatman, J. (2014). Culture change at genentech: Accelerating strategic and financial accomplishments. California Management Review, 56(2), 113-129. doi:10.1525/cmr.2014.56.2.113

112. Chatman, J. A., & Eunyoung Cha, S. (2003). Leading by leveraging culture. California Management Review, 45(4), 20-34.

113. Kavanagh, M. H., & Ashkanasy, N. M. (2006). The impact of leadership and change management strategy on organizational culture and individual acceptance of change during a merger. British Journal of Management, 17(S1), S81-S103. doi: 10.1111/j.1467-8551.2006.00480.x

114. Schein, E. H. (1993). On dialogue, culture, and organization learning. Organizational Dynamics, 22, 40-51.

115. Xenikou, A., & Simosi, M. (2006). Organizational culture and transformational leadership as predictors of business unit performance. Journal of Managerial Psychology, 21(6), 566-579. doi:http://dx.doi.org/10.1108/02683940610684409

Review of Leadership Assessments 116. Alison L. O’Malley & Jane Brodie Gregory (2011). Don't be such a downer: Using positive psychology to enhance the value of negative feedback, The Psychologist-Manager Journal, 14:4, 247- 264. DOI: 10.1080/10887156.2011.621776

117. Cacioppe, R., & Albrecht, S. (2000). Using 360 feedback and the integral model to develop leadership and management skills. Leadership & Organization Development Journal, 21(8), 390-404. Retrieved from http://search.proquest.com/docview/226921236?accountid=25283

118. Goodstein, L. D., & Lanyon, R. I. (1999). Applications of personality assessment to the workplace: A Review. Journal of Business and Psychology, 13(3), 291-322. doi: 10.1023/A:1022941331649

119. Judge, T. A., & Bono, J. E. (2000). Five-factor model of personality and transformational leadership. Journal of Applied Psychology, 85(5), 751-765.

120. Judge, Timothy A.; Bono, Joyce E.; Ilies, Remus; Gerhardt, Megan W. (2002). Personality and leadership: A qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765-780. http://dx.doi.org/10.1037/0021-9010.87.4.765

121. Kaplan, R. E., & Kaiser, R. B. (2009). Stop overdoing your strengths. Harvard Business Review, 87(2), 100-103.

122. Leonard, D., & Straus, S. (1997). Identifying how we think: The Myers-Briggs type indicator and the Herrmann brain dominance instrument. Harvard Business Review, 75(4), 114-115.

123. Roberts, et al. (2005). How to play to your strengths. Harvard Business Review, 83(1), 74-80.

Leadership Style and Behavior Theories 124. Bowers, D. G., & Seashore, S. E. (1966). Predicting organizational effectiveness with a Four-Factor theory of leadership. Administrative Science Quarterly, 11(2), 238-263.

125. Fernandez, S. (2008). Examining the effects of leadership behavior on employee perceptions of performance and job satisfaction. Public Performance & Management Review, 32(2), 175-205.

126. Hoel, H., Glasø, L., Hetland, J., Cooper, C. L., & Einarsen, S. (2010). Leadership styles as predictors of self-reported and observed workplace bullying. British Journal Of Management, 21(2), 453-468. doi:10.1111/j.1467-8551.2009.00664.x

127. Pandit, A., & Jhamtani, A. (2011). Growing leaders grows profits—A case study in leadership development. Vision (09722629), 15(2), 193-200. doi:10.1177/097226291101500209

128. Penney, S. H. (2011). Voices of the future: Leadership for the 21st century. Journal Of Leadership Studies, 5(3), 55-62. doi:10.1002/jls.20233

129. Wiley. Research Report for Adaptive Testing,

Contingency; Path-Goal; Leader-Member Exchange Theory 130. Moorhead, G., & Griffin, R. W. (2004). Leadership models and concepts organizational behavior (Sixth ed., pp.338-364). Thousand Oaks, CA Sage.

131. Malik, S. H. (2013). Relationship between leader behaviors and employees' job satisfaction: A path- goal approach. Pakistan Journal Of Commerce & Social Sciences, 7(1), 209-222.

Recommended Books/Textbooks by Topic:

General Leadership Textbooks:

a. Bass, B. (1990). Bass & Stogdills' handbook of leadership (pp. 1182). New York: The Free Press.

b. Burns, J. M. (1978). Leadership. New York: Harper & Row.

c. Grint, K. (1997). Leadership: classical, contemporary, and critical approaches (pp. 385). Oxford University Press

d. Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2005). Leadership: enhancing the lessons of experience (pp. 674). Boston: Irwin McGraw-Hill.

e. Herman, R. D. & Associates. (2004). The Jossey-Bass handbook of nonprofit leadership and management. Jossey-Bass.

f. Yukl, G. (2005). Leadership in organizations (pp. 564). Englewood Cliffs, NJ: Prentice Hall.

g. Burns, J. M. (1978). Leadership (pp. 530). New York: Harper Colophon Books.

h. Bratton, J., Grint, K., & Nelson, D. L. (2004). Organizational leadership (pp. 400). South-Western College Pub.

i. Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge (5th ed.). San Francisco, CA: Jossey-Bass.

j. Morgan, G. (1996). Images of organization. Sage.

k. Natemeyer, W. E., McMahon, J. T. (2001). Classics of organizational behavior (pp. 487). Waveland Press.

l. Northouse, P. G. (2013). Leadership: Theory and Practice (Sixth ed.). Los Angeles, CA Sage.

m. Ott, J. S., Parks, S. J., & Simpson, R. B. (2002). Classic readings in organizational behavior. Wadsworth Publishing.

n. Wilber, K. (2001). A theory of everything: An integral vision for business, politics, science, and spirituality. Boston, Mass: Shambhala.

o. Yukl, G. A. (2010). Leadership in organizations. Upper Saddle River, N.J: Pearson.

p. Yukl, G. A., & Lepsinger, R. (2004). Flexible leadership: Creating value by balancing multiple challenges and choices. San Francisco: Jossey-Bass.

q. Zaccaro, S. J. (2001). The nature of executive leadership: A conceptual and empirical analysis of success. Washington, D.C: American Psychological Association.

Practical Leadership Overviews:

r. Nahavandi, A. (2003). The art and science of leadership (pp. 338). Prentice Hall. s. Pierce, J. L. & Newstrom, J. W. (2003). Leaders & the leadership process: readings, self-assessments & applications (pp. 465). McGraw-Hill Irwin. t. Manning, G. & Curtis, K. (2003). The art of leadership (pp. 375). McGraw-Hill.

21 u. Howell, J. P. & Costley, D. L. (2001). Understanding behaviors for effective leadership (pp. 346). Prentice Hall.

Introduction v. Argyris, C. & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.

Psychological/Biological/Trait Based Leadership

w. McCall, M. W. Jr., Lombardo, M. M., and Morrison, (1988). The lessons of experience. Lexington, MA: Lexington Books x. Hogan, R. (1990). The darker side of charisma. In K. E.Clark & M. B.Clark (Eds.). Measure of Leadership. West Orange, NJ: Leadership Library of America. y. Jaques, E. (1989). Requisite organization: The CEO’s guide to creative structure & leadership. Arlington, VA: Cason Hall and Co.

Situational Approaches to Leadership z. Argyris,C. (1962). Interpersonal competence and organizational effectiveness. Homewood, IL: Irwin- Dorsey. aa. Argyris, C. (1976). Increasing leadership effectiveness. New York: Wiley. bb. Blake, R.R. & Mouton, J.S. (1964). The managerial grid. Houston, TX: Gulf. cc. Charan, R., Drotter, S. & Noel, J. (2002). The leadership pipeline. San Francisco: Jossey-Bass dd. Fiedler, F. E. (1967). A theory of leadership effectiveness. New York: McGraw Hill. ee. Hersey, P. & Blanchard, K. H. (1969). Management of organizational behavior. Englewood Cliffs, NJ: Prentice Hall. ff. Hersey, P. & Blanchard, K. H. (1972). The management of change. Change and the use of power. Training & Development Journal. 26(1), 20 24. gg. Hersey, P. & Blanchard, K. H. (1977). Management of organizational behavior: Utilizing human resources (3rd ed.). Englewood Cliffs, NJ.

Competency Based Approaches to Leadership hh. Adizes, I. (1999). Managing corporate lifecycles. Upper Saddle River, NJ: Prentice Hall. ii. Tichy, N. M. (1997, 2002). The leadership engine: How winning companies build leaders at every level (pp. 452). Harper Business Essentials. jj. Tichy, N. M. & Sherman, S. (1993, 2001). Control your destiny or someone else will (pp. 684). Harper Business. kk. Tichy, N. M. & Cardwell, N. (2002). The cycle of leadership: How great leaders teach their companies to win (pp. 435). Harper Business. ll. Zenger, J. and Folker, J. (2009). The extraordinary Leader. New York, McGraw Hill

Sociological Based Approaches

22 mm. Avoid, B. J. (1999). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage. nn. Bass, B. & Stogdill, R. (1990). Leadership and crisis. In Bass & Stogdill’s handbook of leadership: Theory, research and managerial applications (3rd ed.). New York: Free Press. oo. Bass, B. M. & Avolio, B. J. (1989). Manual: The multifactor leadership questionnaire. Palo Alto, CA: Consulting Psychological Press. pp. Bryman, A. (1992). Charisma and leadership. London: Sage. qq. Burns, J. M. G. (2010). Leadership. New York: Harper Perennial Political Classics. rr. Chemers, M. M. (2000). Leadership research and theory: A functional integration. Group Dynamics: Theory, Research and Practice, 4(1), 27 43. ss. Conger, J. (1989). The charismatic leader. San Francisco: Jossey-Bass. tt. Drath, W. (2001). The deep blue sea: Rethinking the source of leadership. San Francisco: Jossey-Bass. uu. Gerth, H. H. & Mills, C. W. (1946). From Max Weber (pp. 490). New York: Oxford University Press. vv. Greenleaf, R. K. (1970). Servant as leader. Indianapolis, IN: Robert K. Greenleaf Center. ww. Greenleaf, R. K. (1977). Servant leadership. New York: Paulist Press. xx. Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press. yy. Kotter, J. P. (1999). John P. Kotter on what leaders really do. Boston: HBS Press. zz. Kouses, J. M. & Posner, B. Z. (2012). The leadership challenge (5th ed.). San Francisco: Jossey-Bass. aaa. Nanus, B. (1992). Visionary leadership. San Francisco: Jossey-Bass. bbb. Northouse, P. G. (2004). Leadership theory and practice. Thousand Oaks, CA: Sage. ccc. Starratt, R. J. (1993). The drama of leadership (pp. 175). London: The Falmer Press. ddd. Tichy, N. M. & Devanna, M. A. (1990). The transformational leader: the key to global competitiveness (pp. 306). New York: John Wiley & Sons.

Character Based Approaches eee. Cashman, K. (2008). Leadership from the Inside Out: Becoming a Leader for Life, 2nd edition, San Francisco, Berrett-Koehler Publishers. fff. Cashman, K. (2012) The Pause Principle: Step Back to Lean Forward. Kevin Cashman, 2012. San Francisco, CA: Berrett-Koehler Publishers ggg. George, B., & Sims, P. (2007). True north: Discover your authentic leadership. San Francisco, Calif: Jossey-Bass/John Wiley & Sons. hhh. Heifetz, R. A. (1994). Leadership without easy answers. Cambridge: The Belknap Press of Harvard University Press. iii. Heifetz, R. A., & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading. Boston, Mass: Harvard Business School Press. jjj. Kegan, R., & Lahey, L. L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco: Jossey-Bass. 23

kkk. Lipman-Blumen, J. (1996). The connective edge: Leading in an interdependent world. San Francisco: Jossey-Bass. lll. Wilber, K. (1995). Sex, ecology, spirituality: The spirit of evolution, Boston: Shambhala. mmm. Wilber, K. (1996). A brief history of everything. Boston: Shambhala.

Strengths Based Approaches

nnn. Buckingham, M. & Coffman, C. (1999). First break all the rules. New York: Simon & Schuster.

Neuroscience and Leadership ooo. Goleman, D. (2007). Social intelligence. New York: Bantam Books. ppp. Gross, J. J., (2013). Handbook of emotion regulation. New York: Guilford Press. qqq. Hassed, C., (2006). Know thyself: The stress release programme. South Yarra, Australia: Michelle Anderson Publishing rrr. Rock, D., (2006). Quiet leadership. New YorkHarperCollins. sss. Siegel, D.J., (2007). The mindful brain. New York: W.W. Norton & Company. ttt. Siegel, D.J., (2011). Mindsight. New York: Bantam Books.

Ontology uuu. Winograd, Terry and Flores, Fernando. (1986) Understanding Computers and Cognition. Reading, Mass: Addison and Wesley. vvv. Heidegger, Martin. (1962). Martin Being and Time. Translated by John Macquarie and Edward Robinson. San Francisco: Harper www. Maturana, Humberto R. and Varela, Francesco J.(1992). The Tree of Knowledge: The Biological Roots of Human Understanding. Revised Edition. Boston: Shambala. xxx. Searle, John. (1967) Speech Acts: An Essay in the Philosophy of Language. Cambridge, UK: Cambridge University Press.

Power, Legitimacy, and Conflict yyy. Alvarez, J. L. (2005). Sharing executive power: Roles and relationships at the top. Cambridge, England: Cambridge University Press. zzz. Bass, B. M. (2008). Handbook of leadership: Theory, research, and managerial applications. New York, NY [u.a.: Free Press.] aaaa. Kellerman, B. (2010). Leadership: Essential selections on power, authority, and influence. New York: McGraw Hill bbbb. Pfeffer, J. (2010). Power: Why Some People Have it–And Others Don’t., New York: Harper Collins.

Women and Leadership

24 cccc. Belenky, M. F., B. M. Clinchy, et al. (1986). Women's Way of Knowing: The Development of Self, Voice and Mind. New York, Basic Books. dddd. Ely, R. J., & Rhode, D. L. (2010). Women and leadership: Defining the challenges. In N. Nohria & R. Khurana (Eds.), Handbook of Leadership Theory and Practice. Boston: Harvard Business Press. eeee. Fletcher, J. K. & Kaufer,K. (2003). Shared leadership: Paradox and possibility. In C. L. Pearce & J. A.

ffff. Conger (Eds.), The leader of the future: New visions, strategies, and practices for the next era. San Francisco: Jossey-Bass. gggg. Gilligan, C. (1982). In A Different Voice: Psychological Theory and Women's Development. Cambridge, Harvard University Press. hhhh. Helgesen, S. (1995). The female advantage: Women's ways of leadership. New York: Doubleday Currency

iiii. Noddings, N. (2009). Caring: A feminine approach to ethics & moral education. Berkeley [u.a.: Univ. of California Press. (Also available in 2002 edition). jjjj. Powel, G. (1988). Women and men in management. kkkk. Sophocles. (1984). Antigone. Harmondsworth, England: Penguin Books.

llll. Valian, V. (1998). Why So Slow: The Advancement of Women. Cambridge, Massachusetts, The MIT Press.

Leadership/VUCA and Complexity mmmm. Conklin, J. (2006). Dialogue mapping: Building shared understanding of wicked problems. Chichester, England: John Wiley & Sons. nnnn. Horth, D. M., & Palus, C. J. (2003). Navigating complex challenges: creative competencies for contemporary leadership. De Montfort Business Mastery Series oooo. Vaill, P. B. (1996). Learning as a way of being: strategies for survival in a world of permanent white water (pp. 218). San Francisco: Jossey-Bass Publishers. pppp. Wheatley, M. J. (2001). Leadership and the new science: discovering order in a chaotic world (Rev. ed., pp. 197). San Francisco: Berrett-Koehler Publishers, Inc.

Leadership/Innovation/ Change qqqq. Bridges, W. (2004) Transitions: Making sense of life’s changes (2nd Ed.). Philadelphia, Pa: Da Capo Lifelong. (any publication date okay) rrrr. Bridges, W. (2009). Managing transitions: Making the most of change. (2nd Ed.). Philadelphia, Pa: Da Capo Lifelong. (any publication date okay) ssss. Christensen, C. and Raynor, M. (2003). The innovator’s solution: Creating and sustaining growth. Boston: Harvard Business School Press. tttt. Fullan, M. (2005). Leadership and sustainability: Systems thinkers in action. Thousand Oaks, CA: Corwin Press.

25 uuuu. Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco: Jossey-Bass. vvvv. Heath, C., & Heath, D. (2010). Switch: How to change things when change is hard New York: Broadway Books.

Leadership and Culture wwww. Collins, J. C. (2001).Good to great: Why some companies take the lead and others don’t. New York: HarperCollins. xxxx. Covey, S. (1991). Principled-centered leadership. New York: Simon & Schuster. yyyy. De Pree, M. (1997). Leading without power: Finding hope in serving community. San Francisco: Jossey-Bass. zzzz. Den Hartog, Deanne N.; Dickson, Marcus W.Antonakis, John (Ed); Cianciolo, Anna T. (Ed); Sternberg, Robert J. (Ed), (2004). The nature of leadership. , (pp. 249 278). Thousand Oaks, CA, US: Sage Publications, Inc, ix, aaaaa. Hofstede G. (1980). Culture’s consequence: International differences in work-related values. Beverly Hills, CA: Sage. bbbbb. House, R. J., Spangler, J., William, D. & Woycke, J. (1991). Personality and charisma in the U.S. presidency: A psychological theory of leadership effectiveness. Administrative Science Quarterly, 36(3), 364 396. ccccc. Mohrman, S. A, Cohen, S. G., & Mohrman. A. M. (1995). Designing team-based new forms for knowledge work. San Francisco: Jossey-Bass. ddddd. Schein, E. (1986). Organizational culture and leadership. San Francisco: Jossey-Bass.