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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Huntington, IN46750

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All rights reserved on materials by HuntingtonUniversity

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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


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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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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mailto:[email protected]

mailto:[email protected]




*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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https://my.huntington.edu/ics/EXCEL/My_Course_Evaluations.jnz?portlet=Complete_Course_Evaluations&screen=Display+Form&screenType=next







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:


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


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WEEK 3:


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:


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


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.


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?


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?


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?)


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?

3




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


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?


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”.


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?

3




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?


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?


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?

3




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.

1




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.


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)?


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.

3




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

1




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.

1




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

1




Overall Plan Review & reflect on progress Qrtly.

1




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.

ol310 contemporary leadership sg 7-08 updated

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