Organizational Leadership

Course Description Capstone for the M.A. in Organizational Leadership: Learners create a leadership project with an applied context. As part of the capstone, learners also reflect and discuss how the individual’s leadership lens informs his or her chosen career field. (Note: ORG 6900 should be taken during the last term of the M.A. program)

Course Textbook Spector, B. (2013). Implementing organizational change: Theory into practice (3rd ed.). Prentice Hall.

https://online.vitalsource.com/#/books/9780133467994

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Analyze the process of leading complex change. 2. Discuss the relationship among use of self and leadership for complex change. 3. Evaluate an organization’s readiness for complex change. 4. Apply self as an instrument to identify how to leverage one’s leadership talents to serve as an instrument for

change. 5. Develop strategies for including people in the change process by inviting them to express their ideas and talents. 6. Develop strategies for reinforcing new behaviors and gathering interpersonal data during the change

implementation process. 7. Develop strategies for creating respect and psychological safety during the change process. 8. Develop assertiveness for sharing one’s own perspective and the empathy to understand others’ perspectives. 9. Design a plan for leading a specific area of change within a specific team or organization using self as an

instrument.

Academic Integrity Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from breaches of this policy.

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook

or other resources. Suggested Readings are listed in the Unit III and V study guides to aid students in their course of study. The readings themselves may or may not be provided in the course, but students are encouraged to read the resources listed if the opportunity arises as they have valuable information that expands upon the lesson material. Students will not be tested on their knowledge of the Suggested Readings.

ORG 6900, Leading Complex Change Course Syllabus

ORG 6900, Leading Complex Change 2

4. Discussion Boards: Discussion Boards are a part of all Waldorf courses. Information and specifications regarding these assignments are provided in the Course Policies listed in the Course Menu bar.

5. Unit Assignments: Students are required to submit for grading Unit Assignments in each unit. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each Unit Assignment. Specific information about accessing these rubrics is provided below.

6. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

7. Student Break Room: This communication forum allows for casual conversation with your classmates.

Unit Assignments Unit I Reflection Paper Submit a brief, reflective essay (minimum of 500 words) with the following three sections:

1. Write your personal thoughts about the main concepts of the Cheung-Judge (2012) article, and identify personal traits.

2. Relate these main concepts to your preliminary ideas for the Unit VIII Final Project (e.g., organizational need for change and type of organizational change).

3. What issues and strategies might you focus on and develop a plan for in the Final Project (due in Unit VIII)? How would you, as leader, play a role?

Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit II Case Study Review the case study, “Turnaround and Transformation at Duke University Children’s Hospital,” found on pages 25-26 of the course textbook. Write an APA-formatted essay with a minimum of 900 words that includes the following two sections: Section 1: In a minimum of 300 words, describe how the three phases of Kurt Lewin’s field theory and process-driven change (Spector’s sequential model) apply to the Duke University case study. Section 2: In a minimum of 500 words, describe how either Kurt Lewin’s field theory OR process-driven change (Spector’s sequential model) apply to your idea for the Unit VIII Final Project. Prior to writing section two, spend some time planning out your ideas, considering your strategy options, and truly contemplating the characteristics of your organization and its people. Consider the following:

 How would you solve the issue using strategies to align people for the organizational change?

 How would you, as leader, strategize and, over time, create an organization culture that reinforces new behaviors?

 As leader, what strategies (from Spector, 2013) align with your preliminary ideas?

 Visualize the change implementation possibilities and the potential fall-out on each component of the organization.

 What would you do specifically in anticipation of employee-reactive behavior? Include an introduction and conclusion specific to your findings.

All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.