Syllabus

Doctor of Education (Ed.D.)

EDU 811- Diagnosing Organizational Dynamics

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. Students analyze case studies of effective and ineffective individual, group, and organizational dynamics that drive and restrain change processes. Appropriate intervention strategies are considered.

Materials

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 an original initial post and replies to classmates. The minimum number of substantive, meaningful responses you should make before the midnight deadline on Sunday is two. If you are aiming for a High Pass in the course, you should go significantly beyond minimum expectations. For this and all other discussions, please limit the initial post to 750 words and the follow-up response(s) to 500 words.

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.

 

Note: The 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 the RefWorks page on Success.

Grading Policy

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

Grade Breakdown

Assignment	Points
5 Discussion Boards @ 3 points Each	15
Critical Problem Inventory	10
CCR DRAFT, Part 1: Context	20
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
Total	100

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 and Help with Citations on UNE Library Services web page under Research Help).