Get Solved CLED 835-Organizational Theory and Development
Course Description
This course provides a review of theoretical understandings of organizations and their development. Students gain skills in the analysis of organizational culture, the formation of organizational culture, and the role of staff training in the transmission of organizational culture. The unique factors shaping faith-based organizations are considered.
For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.
Rationale
This course will provide opportunities for the student to become a colleague who is competent in relevant deliberations and reflections related to group and organizational theories by reading, thinking, and engaging in discussion. The course will assist the doctoral-level student in constructing applicable documents that will illustrate his or her understanding of the individual and collective avenues of organizational members. Changing the world and participating in the organizational process becomes less complicated if the student begins with himself or herself and influences others throughout this journey toward becoming a doctor of education (EdD).
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Identify from Scripture, biblical concepts for organizational theory and critique management and administrative practices in terms of a biblical worldview.
- Articulate and apply organizational theory, principles, and practices to the planning, organizing, leading, and evaluating of the educational ministry of the church, church-related organization.
- Explain and interact with the theory and practice of volunteerism and its application to ministry both in a church and in an institutional setting.
- Discuss the role of administrative relationships and the key operations in the management of a Christian college, university, or theological institution.
Course Assignment
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions (3)
To further scholarly writing, the student will complete three (3) threads following the prompt in each Discussion. Each thread must be at least 500 words.
The student must then reply to two (2) classmates per Discussion [six (6) total replies] with a minimum of 250 words per reply. To foster critical thinking, each reply must give two (2) observations and two (2) suggestions about the classmate’s original thread.
For each Discussion Thread and Reply, students must respond to the prompt accordingly utilizing literature (course and/or external), scripture, examples, and thoughtful analysis.
Note: This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt.
(MLOs: A, C, D)
Journal Article Assignments
1. Proposal Assignment
The student will select and write for a peer-reviewed journal that accepts Leadership, Organizational Development, and/or Organizational Theory presentations. For this assignment, the abstract will propose the topic, research, and reference works. This assignment will develop scholarly writing skills and must be in the current APA format with a title page. (MLOs: C, D, E)
2. Progress Assignment
The student will submit a revised abstract, an outline of the article, and a reference page, continuing to follow the journal submission guidelines from the previous assignment (see Journal Article: Proposal Assignment Instructions) in the current APA format with a title page (MLOs: C, D, E)
3. Final Assignment
The student will write and submit a scholarly article in the current APA format that adheres to the peer-reviewed journal submission guidelines, using the previously submitted outline from the previous assignment (see Journal Article: Progress Assignment Instructions) in the current APA format with a title page. (MLOs: C, D, E)
Comprehensive Exam Preparation Assignments (2)
The Comprehensive Exam (sometimes referred to as the “doctoral examination”) is taken in two parts (see EdD Research Doctoral Handbook).
The first part of the exam involves writing a research paper on the topic the student intends to develop in the Dissertation. This topic is approved by the professor and demonstrates that the student has a grasp of critical literature related to the proposed dissertation topic. The paper is written in the form of an article with details provided, as part of a future course.
The second part of the exam involves writing a paper on the research method to be used in the dissertation research work. This second element of the exam requirement is designed to ascertain the level of understanding and competency the student has obtained, to demonstrate the potential for the successful pursuit of the dissertation research design (see the EdD Research Doctoral Handbook, p. 12).
As preparation for the Comprehensive Exam, this assignment will be practiced for the second part.
(MLOs: A, C, D, E)
Organizational Diagnosis of the Bounty Assignment
The Organizational Diagnosis gives practical application to evaluate any organization. The goal of this assignment is that the phases will be transferable.
After reading Mutiny on the Bounty by Nordhoff & Hall (1932), the student will implement an organizational diagnosis using the book as the report (interview) to do the work of an Organizational Diagnostician. Therefore, the characters, leadership, and organization found in the story will need to be analyzed.
This assignment must be presented in an appropriate format as one would expect to receive from a consultation endeavor and allows the student to be creative. This assignment must be presented as an original organizational diagnosis and intervention given in a written professional document as one would anticipate in a real-world setting so an academic format is not necessary.
Organizational diagnosis is an innovative system for evaluating an organization at many levels—from the shallow levels to the deepest hidden parts that are not visible at first glance. Performing an organizational diagnosis is like a doctor examining and trying to diagnose his or her patients. Some doctors diagnose differently by focusing on many areas, such as nutrition, food, and natural remedies, while others diagnose by using the medicine, or even by trying an alternative therapy, seeing if it has positive effects, and then trying something new. Different diagnostic models can be used in different situations depending on the wants, needs, and goals of the clients (patients). Organizational diagnosis is about improving organizations by improving how people interact and how socio-technical-cultural systems in organizations tolerate/enable/hinder this interaction.
(MLO: A, B, C)
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