Syllabus

Doctor of Education (Ed.D.)

EDU 811- Diagnosing Organizational Dynamics – Fall A 2019

Credits - 3

Description

Transformative leaders are successful in diagnosing and interacting with both internal and external forces affecting the organizational environment. This includes socio-cultural factors, poverty, family situations, and heath. Candidates analyze case studies of effective and ineffective individual, group, and organizational dynamics that drive and restrain change processes. Appropriate intervention strategies are considered.

Materials

Required Materials:

  •  

Gallos, J. V. (Ed.). (2006). Organization development: A Jossey-Bass reader. San Francisco, CA: Jossey-Bass. ISBN 978-0787984267.  ASIN: B074CPFQV7

Heider, J. (2005). The Tao of leadership. Atlanta, GA: Humanics New Age. ISBN 978-0893340797 E-Text 978-0893346331

Supplemental Materials:

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. ISBN 978-1433805615. E-text 978-1433813757

Barrett, A. J. (2012) Transformative leadership and the purpose of schooling in affluent communities. Doctoral dissertation from University of Illinois at Urbana Champaign, IL. Retrieved April 8, 2014 from https://www.ideals.illinois.edu/bitstream/handle/2142/30967/Barrett_Andrew.pdf?sequence=1

Bushe, G. R. & Kassam, A. F. (2005). When is appreciative inquiry transformational? A meta-case analysis. Journal of Applied Behavioral Science, 41(2), 161-181. DOI: 10.1177/0021886304270337.

Bushe, G. R., (2013) Generative process, generative outcome: The transformation potential of appreciative inquiry, in D. L. Cooperrider, D. P., Zandee, L. N., Godwin, M. Avital & B. Boland (Eds). Organizational generativity: The appreciative inquiry summit and a scholarship of transformation (Advances in Appreciative Inquiry, Volume 4, pp 89 -113), Emerald Group Publishing Limited.

Donaldson, Gordon A. (2008). How leaders learn: Cultivating capacities for school improvement. New York: Teachers College Press.

Kahl, J. (2004). Leading from the heart: Choosing to be a servant leader. Westlake, OH: Jack Kahl and Associates.

Kegan, R. & Lahey, L. L. (2009). Immunity to change: How to overcome it and unlock the potential in yourself and your organization. Boston, MA: Harvard Business School Publishing Company.

Lee, W. O. (2012). Moral leadership where east meets west. Multicultural Education Review, 4(1), 29-50.

Pellicer, L. O. (2003). Caring enough to lead: How reflective thought leads to moral leadership. Thousand Oaks, CA: Corwin Press.

Secretan. L. (2006). One: The art and practice of conscious leadership. Caledon, Ontario, CAL Secretan Center Inc.

Sergiovannie, T. J. (2007). An epistemological problem: What if we have the wrong theory? In Houston, P. D., Blankstein, A. M., & Cole, R. W. (Eds.), Out-of-the-box leadership (49-68). Thousand Oaks, CA: Corwin Press.

Silsbee, D. (2010). The mindful coach: Seven roles for facilitating leader development. San Francisco, CA: Jossey-Bass.

Learning Objectives and Outcomes

Course Objectives

This course is designed to support change agents in evaluating and supporting continuous, transformative organizational development. Students will utilize organization development and transformative leadership literature to illustrate critical attributes associated with their leadership development and their experiences facilitating transformative change.

Student Learning Outcomes (SLO)

  1. Identify and implement multiple forms of communication to explain the current status of your organization’s change initiative to diverse stakeholders
  2. Identify and describe specific change leadership strategies and organizational processes to facilitate commitment to continuous, transformational change
  3. Describe and provide rationale for strategies to engage change initiative stakeholders
  4. Create, in collaboration with stakeholders, a strategic continuous improvement plan that addresses the current change initiative challenges, successes, and ways to refocus
  5. Use multiple frames of analyses, along with practice, research, and data, to illustrate ongoing transformative leadership development
  6. Critically assess and provide peer review feedback and coaching to improve and refine leadership development and research skills

Assignments

Discussion Board Posts: Weekly topics related to course content and readings that require a 250-word original response and at least two 100 word replies to classmates.

Please be sure to follow the individual directions provided with each Discussion Board Prompt, as the requirements may vary from Discussion Board to Discussion Board.

Critical Problem Inventory (CPI): The first step of documenting your organizational change effort will be completed as you review and respond to the prompts on the CPI. The “case” can be an actual change initiative at your organization or an invented or composite case that allows you to complete the CPI and the three-part Change Consultancy Report.

Organizational Change Consultancy Report (completed in three parts): Using the Critical Problem Inventory (CPI), you will begin by describing a change initiative or effort in your setting. Throughout the course, you will complete the three parts of the Change Consultancy, including Context, Diagnosis & Direction, and Transformation.

 

NoteThe University of New England provides students, staff, and faculty with free access to RefWorks, a fantastic tool for collecting and managing references and making style-correct citations. Access the tool through the link on the left navigation bar. For instructions and tutorials in setting up your account and getting started, visit http://success.une.edu/blackboard-support/refworks/.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentPoints
5 Discussion Boards @ 3 points Each15
Critical Problem Inventory10
CCR DRAFT, Part 1: Context20
CCR DRAFT, Part 2: Diagnosis & Direction 20
CCR Peer Review (Parts 1-3, in Small Group Discussion)10
CCR Part 3: Transformation (and edited Parts 1 & 2)25
Total100

Grading

The criteria for all courses in the Ed. D. program are described in the modules and/or rubrics. Assignments will include guidelines with rubrics, descriptions of expectations, or examples, and include point values. Coursework will be assessed and graded using individual evaluation protocols that are provided for the three major assignments. Final “grades” will reflect the following schema:

  • High Pass (HP): Work that exceeds all or most of the criteria of the respective assignment. To receive a high pass the work must demonstrate exceptional command and display of all or most required elements;
  • Pass (P): Work that meets all requirements and expectations as specified in assignments, and is fully satisfactory in every respect;
  • Low Pass (LP): Work is deemed unsatisfactory.

Grade Scale: 95 = HP; 80-94 = P; 70-79 = LP.

Note** The instructor will determine if an assignment may be revised and resubmitted for rescoring. Candidates may proceed to subsequent courses in the curriculum with one LP grade, and although there is no failing grade, a second LP course grade results in termination from the doctoral program.

All assignments are to be completed in a timely manner with appropriate accuracy, detail, thought and reflection fitting of doctoral-level degree candidates. All assignments (done in writing or with other media applications) are graded on the basis of faculty assessment of your ability to accurately apply concepts from readings, organization, and mechanics. See the appendices for grading rubrics. Please note that you must save all submitted documents in Microsoft Word in order for them to transmit successfully. All work must be properly identified and include author(s)’ name(s). Submit all written work in APA style (Refer to the APA Publication Manual for guidance; Purdue OWL is an excellent, user-friendly resource).

Schedule

Week

Topic Activities & Assignments

Due Dates

1

8/28 – 9/1

Defining Organizational Development

Read: Organization Development Reader (ODR) Chapters 1 & 4

Read: Tao of Leadership (TL), Chapters 1 & 2

Video: Kotter videos

Whole Class Discussion

Discussion: Initial post due Friday, 8/30 by 11:59 p.m. ET

Responses due Sunday, 9/1 by 11:59 p.m. ET

2

9/2 – 9/8

The Critical Problem Inventory

Read: ODR Chapters 6-8

Read: TL Chapters 8-11

Watch: Bolman & Deal “4 Frames” video

Assignment: Critical Problem Inventory (CPI)

Assignment:  Due Sunday, 9/8 by 11:59 p.m. ET

3

9/9 – 9/15

Change Consultancy Part 1: Context

Read: ODR Chapters 22-23

Read: TL Chapters 20-22

Watch: Logic Model video

Create a logic model

Assignment: DRAFT CCR Part 1: Context, with Logic Model

Small Group Discussion (initial post due Wednesday)

  • Post CCR Logic Model to small group by Wednesday

Discussion: CCR Logic Model due Wednesday, 9/11 by 11:59 p.m. ET

Responses due Sunday, 9/15 by 11:59 p.m. ET

Assignment: Due Sunday, 9/15 by 11:59 p.m. ET

4

9/16 – 9/22

Leading Change

Read: ODR Chapters 24-26

Read: TL Chapters 29-31

Take Leadership Test

Whole Class Discussion

Discussion: Initial post due Friday, 9/18 by 11:59 p.m. ET

Responses due Sunday, 9/22 by 11:59 p.m. ET

5

9/23 – 9/29

Change Consultancy Part 2: Diagnosis and Direction

Read: ODR Chapters 31-34

Read: TL Chapters 15-17

Watch: Force Field Analysis video

Create force field analysis T-chart

Assignment: DRAFT CCR Part 2: Diagnosis and Direction, with Force Field Analysis T-chart

Assignment: Due Sunday, 9/29 by 11:59 p.m. ET

6

9/30 – 10/6

Facilitating Change

Read: ODR Chapters 20-21

Read: TL Chapters 23-25

Watch: Goleman leadership strengths video

Assignment: DRAFT CCR Part 3: Transformation

Small Group Discussion 1 (due Wednesday):

  • Post working draft of CCR to small group by Wednesday
  • Provide feedback on CCR to one other class member by Wednesday

Small Group Discussion 2 (initial post due Friday)

Discussion #1: CCR draft posted and peer review completed by Wednesday, 10/2

Discussion #2: Initial post due Friday, 10/4 by 11:59 p.m. ET

Responses due Sunday, 10/6 by 11:59 p.m. ET

7

10/7 – 10/13

Change Consultancy Part 3: Transformation

Read: ODR Chapters 12-15

Read: TL Chapters 46-49

Assignment: Revise and submit final draft of Change Consultancy Report (CCR), Parts 1-3

 

Assignment: Due Sunday, 10/13 at 11:59 p.m. ET

8

10/14 – 10/20

Leading a Change Initiative

Read: ODR Chapter 47

Read: TL Chapter 71

Complete Course Evaluation – The link will be emailed to you

Whole Class Discussion (Short – week, responses due Friday)

Discussion: Initial post due  Wednesday 10/16 by 11:59 p.m. ET

Responses due Friday, 10/18 at 11:59 p.m. ET

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Education page

UNE Libraries:

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AI Use

The Graduate Programs in Education holds the position that Grammarly and other AI writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate-level rigor, assessment, and research. Use of these tools when not explicitly permitted may result in an academic integrity infraction.

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs

Course Evaluation Policy

Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.