A. BIBILICAL WORLDVIEW Foundational to this concept is the integration of the biblical perspective into all of the knowledge domains represented in the curriculum. This offers to students and faculty a process of critical inquiry, framed by principles that recognize the relationship between Scripture and the wide range of issues and topics related to organizational leadership.
B. BIBLICAL VIEW OF HUMANITY Students are exposed to a perspective regarding the nature of humankind that is built upon a biblical worldview and recognize the ways in which this anthropological perspective impacts the leader-collaborator relationship. Fundamentally, this perspective asserts that individuals are valued and, as a result, can bring to the leader-collaborator relationship an ennobled and empowered commitment to mutual purposes and goals.
C. LEADERSHIP THEORY and PRACTICE A necessary basis for discussion and application of leadership dynamics and behaviors throughout the curriculum is a historical understanding of the ways in which leadership theory have been developed, researched, and applied in organizational settings. Students are enabled to see the assumptions and presuppositions upon which this whole range of leadership models and theories are built and the implications that those assumptions have for effective leadership. In addition, today's changing and increasingly complex organizations demand a "reconceptualization" of leadership roles and responsibilities that begin with the understanding of contemporary leadership theory.
D. COMMUNICATION, INTERPERSONAL, AND TEAM-BUILDING SKILLS Effective leadership requires the ability to translate the vision, mission, goals, etc. of an organization. This commitment to vision and mission cannot be achieved through power and coercion. Vision and mission must be made meaningful for dedication and commitment to exist among those responsible for its execution and fullfilment. This means that leaders must possess not only speed and articulation skills but also have the interpersonal sensitivity in order to recognize the needs and purposes of collaborators. Appropriating these skills can permit the leader to assist individuals in developing empowered and productive work teams that are necessary in today's organizational environments. Since organizational communication may be viewed as a process, students will examine the roles that power, gender and cultural diversity, and technology have within leadership and the communication process.
E. ETHICS and VALUES Because leadership is conceptualized as an influence relationship between leaders and collaborators, it is necessary to understand the importance that personal ethics and values have on developing that relationship. A study of philosophical ethical systems will inform students' understanding of both the process and content of the leader-collaborator relationship as a moral enterprise.
F. MOTIVATION Understanding the concept of motivation and knowing how to apply it in the workplace are key dynamics in the effective organizational leadership process. It is important to recognize the challenges associated with understanding the concept of motivation. Students will investigate the various models and constructs of motivation that theorists have developed in recent years. These constructs and models describe, in somewhat different ways, the factors that affect individuals motivation, how these factors figure into the motivational process, and what the outcomes of the motivation process can be. Students explore motivation in the leadership process by considering how these motivation models and techniques may be applied in the workplace. Ethical considerations of motivation are addressed.
G. ORGANIZATIONAL CHANGE and BEHAVIOR THEORY Change is one of the significant organizational dynamics that today has created the need for effective leadership. Thus, it is necessary to understand the environmental issues that have caused organizations to undergo often rapid changes as well as the nature of the structural changes organizations have been experiencing. However, often overlooked are the ways individuals within organizations are affected during these periods of change. Leaders today need extensive knowledge of the relationship between organizational change and behavior in order to be effective change agents. Additionally, as students investigate the present and future trends in organizational change, they are shown how change can be planned, initiated, and implemented. Practical expertise is gained by grounding change principles in the students' own experiences, reviewing case studies, and developing a change model that is specific to a change-related situation within their own organizations.
H. DECISION-MAKING Knowing how organizational problems can be formulated and solved is an important function for organizational leaders. More than knowing how to frame and resolve problems, the effective leader must understand the manner in which organizations and groups within organizations, by their nature, can both enhance and constrain the decision-making process. Emphasis is placed on developing decision making and consensus building skills of students so they may successfully lead and guide the decision making within an organization.
I. ORGANIZATIONL FINANCE and ECONOMICS A key component to leadership is the acquisition of a sufficient knowledge base and concepts to effectively use micro/macroeconomic and financial tools in the decision-making process. Beyond the major theories and concepts of finance, students will be exposed to the debates and questions about the effects of economic factors upon the organization, the effects of finance decisions upon performance, and the role of leadership in charting the decisions that shape the future responses to change.
J. STRATEGIC PLANNING and PROBLEM-SOLVING Since effective leadership often includes the desire for positive organizational change, the ability to accurately prepare for change and growth within organizational setting is foundational. Developing this skill includes acquiring the knowledge of helpful rational planning and problem-solving processes that provide information essential for students to become leaders of positive organizational change.
K. MULTICULTURAL and DIVERSITY ISSUES No leader today can be effective without possessing a deep commitment to developing a multicultural sensitivity among individuals within organizations. Leaders and collaborators must understand the positive influence that multicultural diversity can have on organizational performance. Courses throughout this program integrate multicultural and diversity perspectives towards the goal of students applying these perspectives in their organizations.
II. SELF-ASSESSMENT AND ANALYSIS It is vital that students understand and evaluate their own predispositions to leadership behaviors and attitudes. In addition to personal application, it is important that students understand the significance of using this process to identify and develop these same leadership behaviors and attitudes among their colleagues. To accomplish this, students will experience a comprehensive, in-depth examination and analysis of their own leadership styles and abilities. Through the use of inventory and assessment instruments, personal evaluation, and professional feedback, this self-assessment and analysis accomplishes the following purposes:
A. To identify baseline personal leadership styles and abilities
B. To provide benchmarks for personal leadership growth and development
C. To discover methods to maintain and/or improve leadership styles and abilities
D. To develop strategies for professional, personal and leadership growth
E. To implement plans for and achieve growth in specific professional, personal, and leadership areas.
III. RESEARCH METHODS and DATA ANALYSIS Upon the completion of the degree, students will have gained the ability to identify issues, locate and evaluate relevant literature, design data collection tools and gather pertinent information, and analyze and apply that information in organizational settings. Understanding this research process gives students further skills in critically analyzing information for use in making effective leadership decisions.
The pass rate for Geneva graduates in the special education certification (Praxis II) is 100%.