Education

BEULAH HEIGHTS UNIVERSITY

LEAD 705: ORGANIZATIONAL DEVELOPMENT

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Mission: Beulah Heights University is committed to developing relevant Christian leaders for

ministry and marketplace.

DEPARTMENT: Division of Business and Leadership

MODE OF DELIVERY: Online

CREDIT HOURS: 3.0

Course description:

A study of mid-range leadership theory. The course is a critical study of effective and emerging

leadership paradigms across a continuum of organizational structures. Case studies will be used

throughout the entity of the course for problem solving in the development of organizations.

In addition, students will be exposed to and qualitative research techniques and will be asked to

design a research proposal that will employ qualitative techniques to explore an organizational

practice for effectiveness.

Required Textbooks:

Scandura, Terri A. (2019). Essentials of organizational behavior: An evidence-based approach.

2nd ed. Thousand Oaks, CA: SAGE. ISBN: 978-15063-8846-5

Scott, Greg, & Garner, Roberta. (2014). Doing qualitative research: Designs, methods, and

techniques. Upper Saddle River, NJ: Pearson. ISBN: 978-0-205-69593-5

Publication Manual of the American Psychological Association, 7th ed. Washington, DC:

America Psychological Association, 2010. ISBN: 978-1-4338-3215-4

Course Objectives:

By the end of the course, students will be able to:

1. Define the concept of Organizational Behavior. Acquisition: Reading and lectures.

Assessment: Discussion Boards

2. List and give examples of the four sources of information used in evidence-based management (EBM).

Acquisition: Case studies and course reading

Assessment: Instructor evaluation of student case study interaction

3. Define Critical Thinking and explain the critical thinking skills leaders need. Acquisition: Case studies and discussion

Assessment: Assignment evaluation by instructor

4. Describe the scientific method used in OB research. Acquisition: Case studies

Assessment: Instructor evaluation of reflections papers by students

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5. Discuss five types of outcome variables studied in OB. Acquisition: Case study and class discussion

Assessment: Final research paper

6. Compare the levels of analysis in OB research. Acquisition: Case study and class discussion

Assessment: Assignment evaluation by instructor

7. Develop plans for using OB Research to improve employee performance. Acquisition: Case study and class discussion

Assessment: Assignment evaluation by instructor

8. Compare and contrast Theory X and Theory Y assumptions. Acquisition: Case study and class discussion

Assessment: : Case study and class discussion

Evaluation Course evaluation will be based on the following:

Discussion Boards (8)..………………….………………200 points – 25 points each

Case Studies (5)…. ………………………………………500 points – 100 points each

Final Paper……………………………………………….300 points

TOTAL………………………………………..……… 1,000 points

GRADE DISPUTE

Students disputing a grade must bring it to instructor’s attention within one week after grade is

received or 30 days after receiving final grade report. After the expiration of these timeframes,

the grade will not be reconsidered.

ATTENDANCE POLICY

• Within an 8-week online course– Students must attend 80% of the classes; however, it is imperative in efforts to stay caught up, that you try not to miss any weeks.

FINANCIAL AID INFORMATION

Students who receive financial aid and withdraw from the University during the semester may

owe large amounts of money to the U.S. Department of Education and Beulah Heights

University. These debts will need to be satisfied before students will be allowed to continue their

education. Before making a decision to withdraw, students are encouraged to go the financial aid

office to determine the financial consequences of withdrawing from school.

LATE WORK/MAKE-UP POLICY The professor is to receive all assignments by the due date as outlined on the schedule. However,

if the student is unable to attend class on the date an assignment is due, the student must email,

fax, or deliver the assignment prior to class time. All late work is subject to grade reduction and

or a zero.

ACADEMIC HONESTY STATEMENT

As members of an academic community that places a high value on truth and the pursuit of

knowledge, Beulah Heights University students are expected to be honest in every phase of their

academic life, and present as their own work only that which is genuinely theirs. Students are

expected to complete this course with integrity. The student’s work must be a reflection of

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his/her own scholarship. Where secondary sources are required, the student is expected to use the

proper citation of the material in accordance with the specified style-writing guide of this course.

If the student fails to comply, the instructor will have no option but to consider the student is

cheating and/or plagiarizing. This will result in a failing grade and the possibility of further

disciplinary action from the University. Plagiarism is defined as the use of the intellectual

property of another without proper citation, giving the impression that it is the student’s work.

GRADING SCALE

The following is the grade scale, which will be used to assign a grade for this course.

Grade Standard Point Scale Quality Points

A+ Excellent 980-1000 4.0

A Excellent 940-979 3.7

A – Excellent 900-930 3.5

B+ Good 880-899 3.3

B Good 840-879 3.1

B – Good 800-839 2.9

C+ Average 780-799 2.7

C Average 740-779 2.5

C – Average 700-739 2.3

D+ Passing 680-699 2.1

D Passing 640-679 1.9

D- Passing 600-639 1.7

F Failure 599 or below 0.0

P Passing 0 0.0

W Withdrawal 0 0.0

WP Withdraw

passing

0 Counts as hours attempted

WF Withdraw failing 0 Counts against GPA, and counts as hours

attempted

LIBRARY SERVICES STATEMENT

University Library Services provides instruction, information, resources, and services needed by

students pursuing their education and seeking an understanding of themselves, their world, and

their Creator. The Barth Memorial Library faculty and support staff offers direct personal

assistance to all students, whether on the University Campus, at Extension Centers or the Center

for Online Learning. Library acquisitions are carefully selected to support the curriculum and to

provide information resources in a variety of formats.

There is an online library tutorial for students to learn about searching the library catalog,

researching a paper topic, or using Galileo. Students who are returning to school after an

extended period find this particularly helpful. There is also information on finding and evaluating

websites and identifying and citing resources for your academic work. Circulating materials

(books, reprints from print journals) are checked out for fourteen days. You can also request

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direct assistance from a librarian by calling the University Campus. The library staff is dedicated

to supporting all faculty and students, whether on campus or online.

AMERICANS WITH DISABILITIES ACT (ADA)

The Americans with Disabilities Act of 1990, as amended, and its implementing regulations

provide that no qualified individual with a disability shall, on the basis of the disability, be

excluded from participation in or be denied the benefits of the services, programs, or activities of

a public entity. The Act and regulations also require an entity to “make reasonable modifications

in policies, practices, or procedures when the modifications are necessary to avoid discrimination

on the basis of disability, unless the public entity can demonstrate that making the modifications

would fundamentally alter the nature of the service, program, or activity.” If you are an

individual with a disability who may require assistance or accommodation in order to participate

in or receive the benefit of a service, program, or activity, or if you desire more information, you

may contact the Office of Student Life and Enrollment Management.

BEULAH HEIGHTS UNIVERSITY CORE VALUES

Biblical Inerrancy

We seek to bring every aspect of personal and corporate life under the functional authority of the

inerrant Word of God by obeying its commands, applying its principles, and refraining from

dogmatism where the Bible is silent. We are prepared to stand on Biblical inerrancy against the

opposing tide of compromising norms and peer pressure.

Integrity

We seek to live, teach and promote a life of Godly choices in the face of temptation, and

consistent growth toward Christ-like attitudes and behavior with the context of responsible

church membership and involvement. We affirm the necessity of yielding to the Lordship of

Jesus Christ as the unconditional Lord of Life, with trust and obedience as essential prerequisites

for the enablement of the Holy Spirit to live a Christ-like life.

Global Missions

We are committed to implementing Christ’s mandate to fulfill the great commission by

stimulating and training Christians for evangelistic church planting, and support ministries

through global evangelization.

Dedicated Servanthood

We are dedicated to train Christian leaders who practice a pattern of life which reflects the

conviction that both individual and corporate prayer is essential in pursuit of God’s purpose for

holy living and fruitful ministry. We seek to cultivate an understanding of and commitment to

worship and giving as a vital and appropriate response of the believer to God, as evidenced by

regular and consistent practice in private and corporate life. We seek to be a community marked

by joyful reliance upon God for material provision, victory over sin, growth in Christ-likeness

and fruitful servanthood.

Diversity

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We are committed to embracing and empowering multi-ethnic and multi-cultural Christian

communities without regard to socio-economic status for purposes of fellowship,

encouragement, edification and ministry.

DETAILED COURSE SCHEDULE

Week Assignments/Activities

WK1

• Review Class Syllabus and Expectations

• Read Chapters 1 & 2 of Scandura text

• Review the power point (Chapter 1 & 2 of Scandura)

• Read Chapters 1 -3 of Scott & Garner text

• Discussion Board: Initial Post Due Wednesday 11:30pm, response to two peers due

Saturday 11:30pm

Discussion Question: Complete the Self-Assessment 2.1 at the end of Scandura chapter 2

(pp. 44-46). Discuss your personality profile and explore how those two skills can be

important as a leader of an organization.

WK2 • Read Chapters 3 & 4 of Scandura text

• Read 4-6 of Scott & Garner text

• Review the power point (Chapter 3 & 4 of Scandura)

• Discussion Board: Initial Post Due Wednesday 11:30pm (300 word minimum),

response to two peers due Saturday 11:30pm (150 word minimum)

• Case Study # 1 (Scandura pp. 20-21): In a Word document submitted in the Dropbox,

respond to question #4 at the end of Case Study 1.1. Due Saturday by 11:30pm.

Discussion Question: Many people use the word “bias” to refer to the orientation core

values of a researcher or journalist that have clearly influenced a study or report. What does

the word mean to you? Where would you draw the line between the perspective of the

researcher as a citizen and human being (which every person has) and a “biased” view that

makes the study less accurate and less valuable? If you believe “bias” is always a bad thing,

how do you think researchers can guard against it? If not, when is it OK?

WK3 • Read Chapters 5 & 6 of Scandura text

• Read Chapters 7-9 of Scott & Garner text

• Review the power point (Chapter 5 & 6 of Scandura)

• Discussion Board: Initial Post Due Wednesday 11:30pm (300 word minimum),

response to two peers due Saturday 11:30pm (150 word minimum)

• Case Study # 2: (Scandura pp. 118-119) In a Word document submitted in the

Dropbox, respond to question #2 at the end of Case Study 5.1. Due Saturday by

11:30 pm.

Discussion Question: Thinking about the Historical-Comparative (HC) research approach,

what would you use this approach to study in the United States and why? What would your

research question be?

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WK 4 • Read Chapters 7 &8 of Scandura text

• Read Chapters 10-12 of Scott & Garner text

• Read “Formulating Your Research Question”

• Review the power point (Chapter 7&8 of Scandura)

• Discussion Board: Initial Post Due Wednesday 11:30pm (300 word minimum),

response to two peers due Saturday 11:30pm (150 word minimum)

• Case Study # 3: (Scandura p. 207) In a Word document submitted in the Dropbox,

respond to question #4 at the end of Case Study 8.1. Due Saturday by 11:30 pm.

Discussion Question: Propose your own set of cultural objects for study. What theories

might help you organize your project? State your research questions and propose categories

of coding.

WK 5 • Read Chapters 9 &10 of Scandura text

• Read Chapters 13-15 of Scott & Garner text

• Review the power point (Chapter 9 & 10 of Scandura)

• Read “A Guide to Using Qualitative Research”

• Discussion Board: Initial Post Due Wednesday 11:30pm (300 word minimum),

response to two peers due Saturday 11:30pm (150 word minimum)

• Case Study # 4: (Scandura p. 270) In a Word document submitted in the Dropbox,

respond to question #2 at the end of Case Study 10.1. Due Saturday by 11:30 pm.

Discussion Question: Identify a particular study where ethnographic field research would be

appropriate. Discuss the potential weaknesses of using this research method for the study

you identify, and propose ways to compensate for these weaknesses to strengthen your

research.

WK6

• Read Chapters 11, 12 &13 of Scandura text

• Read Chapters 16-18 of Scott & Garner text

• Read “Writing A Literature Review”

• Review the power point (Chapter 11, 12 & 13 of Scandura)

• Discussion Board: Initial Post Due Wednesday 11:30pm (300 word minimum),

response to two peers due Saturday 11:30pm (150 word minimum)

• Case Study # 5: (Scandura p. 361) In a Word document submitted in the Dropbox,

respond to question #3 at the end of Case Study 13.2. Due Saturday by 11:30 pm.

Discussion Question: Discuss the potential problems related to “interviewing” as a research

method. What are the potential problems related to the interviewer, and what are the

potential problem related to the interviewee and what steps can you take to mitigate these

problems?

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WK 7 • Read Chapters 14 of Scandura text

• Read Chapters 19-21 of Scott & Garner text

• Review the power point (Chapter 14 of Scandura)

• Discussion Board: Initial Post Due Wednesday 11:30pm (300 word minimum),

response to two peers due Saturday 11:30pm (150 word minimum)

Discussion Question: Gather together 4-6 people in your church, your school, place of

employment, or community, and discuss a topic of mutual interest (for example, worship

styles in the church, tuition prices in school, or covenant regulations in the community).

Take notes and later review your notes to see if any common themes emerged from the

discussion. For the Discussion Board, tell us what the context of the Focus Group was

(church, work, community, etc.), provide the topic you explored and the three questions you

asked. Then reveal the themes that emerged from your notes. Finally, what did you learn

from this process that might help your fellow students?

WK 8 • Read Chapter 15 of Scandura text

• Read Chapters 22-24 of Scott & Garner text

• Submit Final Paper in Dropbox (See instructions below)

• Discussion Board: Initial Post Due Wednesday 11:30pm (300 word minimum),

response to two peers due Saturday 11:30pm (150 word minimum)

Discussion Question: Discuss why people seem to resist change and identify two theories

that propose means by which resistance to change can be overcome.

Research Paper Instructions

This paper is to be 20 pages in APA format and is worth 300 points toward the final 1,000 points.

Write a qualitative research proposal of an organization of your choosing (for example, church,

school, work, HOA, etc.), and a topic of inquiry of your choosing (motivation of workers or

volunteers, how to increase study time of students, how to motivate homeowners to attend HOA

meetings, etc.).

This requires formulating a research question. For example, “What do volunteers believe a local

church can do to increase volunteerism?” or, “How can an HOA increase attendance at HOA

meetings?” This represents the first section of the paper and should explain why this research is

important to pursue.

The second section of the paper is a literature review that explores research that has already been

conducted in this area. For example, if you are asking, “What do volunteers believe a local

church can do to increase volunteerism?” you would go to Galileo and research the topics of

volunteerism or theories of recruiting volunteers. The literature review will be the largest section

of the paper and must use peer reviewed journal articles or scholarly books.

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The third section of your paper is where you propose what method of qualitative research you

will employ to research the question you are asking. You will need to explain why the method

or methods you choose is the best method to use. You will also state up front the weaknesses,

potential bias, or challenges of this research method. Meticulously describe this method and use

peer-reviewed articles in support of your choice. (Again, utilize Galileo for this.)

This paper the elements that will be required in your dissertation proposal will require. (Not that

this is going to be the same topic you will ultimately research.) When you do write your

dissertation you will begin with a proposal, which will be reviewed by a committee and

approved, approved with reservation, or rejected. If you are approved, you will continue by

actually conducting the research, writing up or describing your research in detail, writing up the

results, and finally conclusions and implications for future research.

Grading Rubric

Research Paper:

Content: 60% (180 points)

• Does each of the three sections of the paper follow the instructions above?

• Is the research question clearly identified and is it a question that merits research?

• Are the references scholarly, from peer-reviewed journals or scholarly books?

• Is the literature review thorough?

• Is the methodology proposed for researching the question appropriate?

• Are the potential strengths and weaknesses of the proposed method of research identified?

Format: 40% (120 points)

• Is proper APA formatting used throughout?

• Are references in proper format?

• Are sources cited properly?

• Are appropriate headings used?

• Does the grammar and punctuation reflect the writing of a graduate student?

Discussion Board Grading Rubric

Each week the total points for the Discussion Board is 25, for a total of 200 over 8 weeks

Each week the student must respond to the topic/question related to the case study.

Each original post must be at least 300 words in length and formatted in proper APA format, and is

due by Wednesday 11:30pm of each week.

Each initial post is worth 15 points (10 for responding to the topic/question + 5 for APA format).

Each post must be supported by at least one other peer-reviewed article in addition to the textbook.

In addition, each week each student must respond to the posts of two other students with a

substantive reply. The reply post must be at least 150 words, and each reply is worth 5 points each,

and is due by Saturday 11:30pm of each week. The replies must relate to the post of the other

students and each should be distinct. Please do not repost your response.

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All posts must be submitted by Saturday of the week they are due, and any submitted after the

deadline will not be graded.

Sample Discussion Board Post:

TOPIC/QUESTION: Please highlight the key strengths and weaknesses of a charismatic

leadership style and provide insights into why it can be a dangerous model in some

contexts.

Charismatic leadership has been found to be effective in some contexts, and Yukl (2012)

notes that there are examples of great leaders who were considered charismatic, such as John F.

Kennedy and Martin Luther King, Jr. The strengths of charismatic leadership include

commitment by the followers, the promotion of follower voice, that is, followers who are willing

to speak up to improve the organization, trust in the leader, and respect for the leader (Kwak,

2012; Yukl, 2012). However, there is the potential for radical followership that idealizes the

leader even when such loyalty is not warranted. Further, some charismatic leaders, such as

Hitler or Jim Jones, have provided powerful evidence that when charisma of the leader exceeds

his or her morality or integrity, there is the potential for unfettered and unwarranted followership,

sometimes to the detriment of the followers and the organization (Yukl, 2012).

It would seem that in a religious setting, such as the pastor of a church, charismatic leadership

has the potential to grow a large following, but leader charisma coupled with religious fervor

may open followers up to particularly pernicious behavior on the part of the leader. In addition,

the ability of an incoming leader to be effective as the successor of a strong charismatic leader

may be difficult. If the cult of personality has evolved, with respect to a leader, an incoming

leader may never be able to satisfy the expectations or demands of the followers (Kwak, 2012).

Smith (2014) states, “charismatic leadership rarely leads to long-term growth, but often has a

shelf-life equal only to the longevity of the leader” (p. 34).

References

Kwak, W. J. (2012). Charismatic leadership on empowered and less empowered follower’s

voice: A mediated moderation model. Journal of Leadership, Accountability and Ethics,

9(1), 56-70.

Smith, I. J. (2014). The dark side of charismatic leadership. Mont Blanc, WV: Broadman-Hall.

Yukl, G. A. (2012) Leadership in organizations (8th ed.).Upper Saddle River, NJ: Pearson.

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Sample Reply

Mark, I have read your post with great interest and agree generally with your comments, but I

would suggest that it is possible for charismatic leaders, as defined by Yukl (2012), to be

effective ecclesiastical leaders and to provide for an efficient and productive transition to the

next leader. Because charismatic leaders often have very loyal followers, it should be possible

for the charismatic leader to develop an effective training program to which the followers would

be committed. It would seem that if followers idealize such leaders that they would be willing to

emulate the charismatic leader and thereby be available as the next leader when the opportunity

came. Of course this would require a commitment on the part of the current leader to mentor or

coach the successor along the way. Even Smith (2014) admits that charismatic leaders are

effective at reproducing followers who are very similar to themselves (p. 45).

References

Smith, I. J. (2014). The dark side of charismatic leadership. Mont Blanc, WV: Broadman-Hall.

Yukl, G. A. (2012) Leadership in organizations (8th ed.). Englewood Cliffs, NJ: Prentice Hall.

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