EDUCATION 9810
THEORIES OF ORGANIZATION
Dr. Elsa-Sofia Morote
Summer 2015
CONTEXT: Courses in classic, modern, and emergent organizational theories. Analyses of systematic relationships through use of selected theories in understanding and predicting the behavior or groups and participants in various social organizations. Major leadership theories, practices, and philosophies, and their contributions to leadership practice and outcomes are examined and evaluated. Basically: “How Things Work” in contemporary organizations and in real time.
GOALS: Students Will:
- Develop an understanding of and perceptions of the emergence of various management and leadership theories and practices
- Study and analyze the impact on current leadership and management practices of seminal stages of theory development
- Apply appropriate theoretical and practical concepts to the workplace
- Integrate traditional theory and research with the practical functions of leadership and management (Planning, Organizing, Actuating, and Controlling), but with special emphasis on the assimilation and understanding of the theory: Profound Knowledge
- Prepare discussion documents or relevant research in the field of their general research interest and posted in a podcast style
- Commence the compiling of data and material for later cumulative assessment and the ePortfolio
Required Texts
Key Concepts in Organization Theory- John Luhman and Ann L Cunliffee – Sage Key concepts
The Art of War by Sun Tzu (Author) – any version. Discussion Groups: http://www.linkedin.com
review Sun Tzu info created for Dan Stein
Dowling Leadership Podcast Center http://www.dowling.edu/library/leadership/leadership.asp
Organization and Expectations
Course content, organization, and emphasis on specific topics will reflect upon the major intent of the course. Class sessions will include lecture, group and collaborative work, and individual student work, in the classroom and elsewhere. Students will make individual presentations, as assigned, to the cohort group during designated sessions, and will be afforded the benefit of group comment, discussion, and suggestions, in addition to oral and written comments from the instructor. Student performance will be assessed on the basis of command of the content, scope and sequence of the presentation, application of appropriate technology, and articulation.
Assessment Rubrics and Grading
Student presentations and products will be based on a rubric scale (Excellent: 24-25; Mastery Competent: 22-23; Proficient Competent: 20-21; Needs Improvement: 19 or less, which will require subsequent submissions or presentations.
Topical Outline
Fundamental Principles and Concepts:
Agency Theory/ Alienation/
Rubric Levels of Achievement:
Understanding of Theoretical Models and Approaches
Class Evaluation:
Participation in Class - cases - simulations - etc (40%)
Podcast Leadership (50%)
Student will create a 15 minutes podcast or videocast discussion. This will be based on the class notes, life experiences and other materials /research read. Podcast should have links to support some of the statements made in the discussion. The podcast will be available for the public.
Podcast will be posted in my blog (blogspot.learningxxi.com) as a response of a specific blog about leadership.
E-portfolio (10 %)
Significant Products will be posted in your website - deadline is a week after the class ends.
Exemplary Score Range (92+): Describes and compares a variety of assessment approaches and evaluation models. Explains how and by whom they were developed; understands the theoretical foundations of professional practice, and demonstrates knowledge of application to professional practice. Reads and interprets the literature of professional theory and practice; reflects on his/her professional practice and its effects.
Proficient Score Range (85-91): Knows and can discuss various approaches and models of evaluation. Uses a variety of formal and informal assessments to evaluate his/her performance and the performance of others. Maintains a sage and effective work environment.
Marginal Score Range (75-84): Can discuss theoretical models and approaches in superficial terms. Has basic knowledge and displays the beliefs, values, and behaviors that guide professional practice.
Unacceptable Score Range (Below 75): Has little understanding of theoretical models and approaches.
Materials to use to support Discussion:
Simulations in Educational Leadership k-12 cases
http://coe.fgcu.edu/faculty/valesky/edleadsims/simulations.html
Higher education Case: Organization Theory: Evaluating Department Effectiveness by Benjamin Weiss
Check Dowling Leadership podcast center.
Chapter Presentations - Chapter presentations should be half an hour. You should have some interactive activity / test u other to enhance learning. That activity should be included in the hour assigned.
Friday
Cognitive Theory – Who are you
Introducing yourself to the world
Chapters Presentation - Group 1 (carol and X)
Contested Exchange Theory
Control
Saturday
Paradigms
Afternoon
Chapters Presentation (Andrew and Fern)
Globalization
Flexibility
Higher Ed. Introduction to Podcasts and Conceptual frameworks.
Sunday
Uses of a podcast/Mini TED
Second week
Friday
Chapters Presentation (Sealy and Kmiotek)
Organization Structure and Design
Technology and Organization Structure
Saturday
Chapters Presentation (Jeanne and Claudia) - Morning
Organization Culture
Organization Change
Chapters Presentation - Afternoon
Power and Politics
Control
Sunday
MINI TED
5 minutes each
THEORIES OF ORGANIZATION
Dr. Elsa-Sofia Morote
Summer 2015
CONTEXT: Courses in classic, modern, and emergent organizational theories. Analyses of systematic relationships through use of selected theories in understanding and predicting the behavior or groups and participants in various social organizations. Major leadership theories, practices, and philosophies, and their contributions to leadership practice and outcomes are examined and evaluated. Basically: “How Things Work” in contemporary organizations and in real time.
GOALS: Students Will:
- Develop an understanding of and perceptions of the emergence of various management and leadership theories and practices
- Study and analyze the impact on current leadership and management practices of seminal stages of theory development
- Apply appropriate theoretical and practical concepts to the workplace
- Integrate traditional theory and research with the practical functions of leadership and management (Planning, Organizing, Actuating, and Controlling), but with special emphasis on the assimilation and understanding of the theory: Profound Knowledge
- Prepare discussion documents or relevant research in the field of their general research interest and posted in a podcast style
- Commence the compiling of data and material for later cumulative assessment and the ePortfolio
Required Texts
Key Concepts in Organization Theory- John Luhman and Ann L Cunliffee – Sage Key concepts
The Art of War by Sun Tzu (Author) – any version. Discussion Groups: http://www.linkedin.com
review Sun Tzu info created for Dan Stein
Dowling Leadership Podcast Center http://www.dowling.edu/library/leadership/leadership.asp
Organization and Expectations
Course content, organization, and emphasis on specific topics will reflect upon the major intent of the course. Class sessions will include lecture, group and collaborative work, and individual student work, in the classroom and elsewhere. Students will make individual presentations, as assigned, to the cohort group during designated sessions, and will be afforded the benefit of group comment, discussion, and suggestions, in addition to oral and written comments from the instructor. Student performance will be assessed on the basis of command of the content, scope and sequence of the presentation, application of appropriate technology, and articulation.
Assessment Rubrics and Grading
Student presentations and products will be based on a rubric scale (Excellent: 24-25; Mastery Competent: 22-23; Proficient Competent: 20-21; Needs Improvement: 19 or less, which will require subsequent submissions or presentations.
Topical Outline
Fundamental Principles and Concepts:
Agency Theory/ Alienation/
Rubric Levels of Achievement:
Understanding of Theoretical Models and Approaches
Class Evaluation:
Participation in Class - cases - simulations - etc (40%)
Podcast Leadership (50%)
Student will create a 15 minutes podcast or videocast discussion. This will be based on the class notes, life experiences and other materials /research read. Podcast should have links to support some of the statements made in the discussion. The podcast will be available for the public.
Podcast will be posted in my blog (blogspot.learningxxi.com) as a response of a specific blog about leadership.
E-portfolio (10 %)
Significant Products will be posted in your website - deadline is a week after the class ends.
Exemplary Score Range (92+): Describes and compares a variety of assessment approaches and evaluation models. Explains how and by whom they were developed; understands the theoretical foundations of professional practice, and demonstrates knowledge of application to professional practice. Reads and interprets the literature of professional theory and practice; reflects on his/her professional practice and its effects.
Proficient Score Range (85-91): Knows and can discuss various approaches and models of evaluation. Uses a variety of formal and informal assessments to evaluate his/her performance and the performance of others. Maintains a sage and effective work environment.
Marginal Score Range (75-84): Can discuss theoretical models and approaches in superficial terms. Has basic knowledge and displays the beliefs, values, and behaviors that guide professional practice.
Unacceptable Score Range (Below 75): Has little understanding of theoretical models and approaches.
Materials to use to support Discussion:
Simulations in Educational Leadership k-12 cases
http://coe.fgcu.edu/faculty/valesky/edleadsims/simulations.html
Higher education Case: Organization Theory: Evaluating Department Effectiveness by Benjamin Weiss
Check Dowling Leadership podcast center.
Chapter Presentations - Chapter presentations should be half an hour. You should have some interactive activity / test u other to enhance learning. That activity should be included in the hour assigned.
Friday
Cognitive Theory – Who are you
Introducing yourself to the world
Chapters Presentation - Group 1 (carol and X)
Contested Exchange Theory
Control
Saturday
Paradigms
Afternoon
Chapters Presentation (Andrew and Fern)
Globalization
Flexibility
Higher Ed. Introduction to Podcasts and Conceptual frameworks.
Sunday
Uses of a podcast/Mini TED
Second week
Friday
Chapters Presentation (Sealy and Kmiotek)
Organization Structure and Design
Technology and Organization Structure
Saturday
Chapters Presentation (Jeanne and Claudia) - Morning
Organization Culture
Organization Change
Chapters Presentation - Afternoon
Power and Politics
Control
Sunday
MINI TED
5 minutes each