Evaluate theory and practice to develop, present, and gain professional feedback on a personal approach to leading transformation and change within a postsecondary institution.
You are soon to become the new president of a deeply troubled institution. You have had the chance to study the institution, its staff, students, and faculty. You have come to believe that this institution must radically change, or it will be forced to close its doors forever. Yet, the resistance to change within every level of the institution will be significant and could very well overwhelm your hopes and plans.
You want to find practical, powerful ways to bring about a successful transformation. You have decided to study the transformative practices that have been tried at other institutions; study the latest research, theory, and best practices surrounding organizational transformation and change management in postsecondary institutions, and develop your own approach to bringing about the change so needed at your institution.
You realize that what you are about to do is too critical to rely solely on your own judgment. You have been assigned peers to react to your work and provide critical feedback throughout your reflection and preparation process. These peers will be known as your respondents.
You have high expectations for the kind of transformation you want to bring about at your campus and the manner in which you will accomplish it. You have committed yourself to developing an approach that will:
· Foster a safe, democratic, and empowering educational environment that engages the institution’s diverse internal and external communities in the continuous improvement of student development and learning.
· Support the design, implementation, management, and assessment of learning opportunities sensitive to student characteristics and the collegiate and community environment.
· Employ ethical, collaborative, and critically reflective management and leadership practices.
· Help the institution anticipate and prepare for change, crisis, and disruption.
You have decided to create a reflective journal and share it with your respondents. This weekly journal will capture your findings, insight, and reflections as you read and evaluate the course material. You have dedicated yourself to being open and to thoughtfully record and evaluate the reactions and recommendations of your respondents as they react to your weekly journal entries. You are committed to incorporating those ideas into your thinking as much as possible and as appropriate.
At the end of your course, you will develop a personal transformational approach to leading your institution and use your journal to prepare and record the formal speech that you intend to deliver to your institution on your first day.
Important: Your respondents have agreed on one condition. They ask that you offer the same service to others. (Throughout this course, you must provide candid and thoughtful responses to the journal entries and a written assessment of the final speeches of assigned peers. These will probably not be your respondents but rather others in your course in need of your insight and wisdom.)
In this journal, you will:
1. Describe and evaluate the numerous theories, models, and approaches you have identified in your course readings, case analyses and from the current referred journal articles you have discovered on models of change management and organizational transformation.
2. Identify and describe the weaknesses and strengths of these models, theories, and approaches and elicit, record, and incorporate the insight and reactions of your respondents to your findings and claims. Even though this is a journal and not a formal paper, you will want to make sure that your entries are clear and well organized. Be certain to use good grammar, punctuation, and spelling since you will be sharing the journal with your peers and your instructor.
3. Select the theories, practices, and models that you believe to be the most appropriate for bringing about an institutional transformation and meeting your four objectives:
A. Foster a safe, democratic, and empowering educational environment that engages the institution’s diverse internal and external communities in the continuous improvement of student development and learning.
B. Support the design, implementation, management, and assessment of learning opportunities sensitive to student characteristics and the collegiate and community environment.
C. Employ ethical, collaborative, and critically reflective management and leadership practices.
D. Help the institution anticipate and prepare for change, crisis, and disruption.
4. Check your thinking by making explicit your rationale, biases, and assumptions for why you chose these particular theories, models, or practices and why they meet the four objectives. You will use APA internal citations and a reference page at the end of your journal to keep yourself grounded in the literature and reading.
5. Share your choices, rationale, and critical analyses of your biases and assumptions with your respondents and record and incorporate their feedback and insight.
6. Write your formal opening-day speech to the faculty, staff, and students in your journal. Your speech must clearly convey your plan for bringing about the transformational change you envision, why you believe this approach will be successful, and what you expect of the community and of yourself in this process.
7. For on-ground: Deliver the speech to your assigned peers and capture in your journal their reactions and recommendations. You may choose any type of technology to deliver your speech. You my present the speech in person, as a podcast, over a live connection such as telephone or software internet program such as Class Live Pro, or as an audio or video record.
8. For on-line: Deliver the speech to your assigned peers and capture in your journal their reactions and recommendations. More detailed information will be provided on the delivery medium for the presentation.
9. Complete a written evaluation of the speech(es) presented to you by your assigned peer(s). The form will ask you to critically assess the impact and persuasiveness of the speeches’ delivery and the power, clarity, and logic of your peers’ thinking and evidential support. The form for evaluation is attached to this syllabus.
Peer Speech Assessment
Critically assess the quality and power of the speech and its delivery. Answer the following questions concerning the speech(es) presented to you. Submit your assessment to your instructor as directed.
1. If you were a student, faculty, or staff member, would you be moved to consider the plan proposed? Why, or why not?
2. If you were a student, faculty, or staff member, would you commit yourself to the change requested? Why or why not?
3. Was the plan clear and obviously supportive of the four outcomes? Why or why not?
4. Was the evidence used to support the ideas and plan persuasive? Why or why not?
5. Was the delivery of the speech easily understood and engaging? Why or why not?
6. How could this speech be improved to increase its effectiveness and power?
· By Module 7, Day 7, save your presentation as M7_A3_Lastname_Firstname.ppt and submit it to the M7 Assignment 3 LASA Dropbox.
|Argosy UniversityCollege of Education Rubric LASA1: E7042 Transforming Practice in Higher Education|
|Campus||Student Name||Faculty Name||Date|
|1. Theories, models, and approaches (PO 1c; CF 1, 2)||Fails to identify, describe, and/or evaluate the theories, models, and approaches used in the course readings and/or referred journal articles||Provides little depth or breadth in the description and evaluation of the theories, models, and approaches used||Identifies, describes and evaluates multiple theories, models, and approaches used and recommended in the course readings and outside refereed journal articles||Identifies a variety of theories, models, and approaches; provides a well supported and well-organized description and evaluation of these theories, models, and approaches used in the case studies and in refereed journal articles||WEIGHTED BY 5 Please Circle One 1 2 3 41<14 2=15-163=17-184=19-20|
|2. Strengths and weaknesses of models, theories and approaches (PO 1c; CF 1, 2)||Fails to identify the strengths and weaknesses in the models, theories and/or approaches||Provides incomplete descriptions of the strengths and weaknesses in the models, theories and/or approaches||Provides complete descriptions of the strengths and weaknesses in the models, theories and approaches||Provides a complete, well-organized and concise description of the strengths and weaknesses in the models, theories and approaches||WEIGHTED BY 5 Please Circle One 1 2 3 4 1<14 2=15-163=17-184=19-20 |
|3. Assess insights and reactions to journal entries (PO 1c; 3 CF 1, 2)||Fails to elicit, record and/or incorporate the insights and reactions of peers, instructor, or respondents||Provides little useful information about the insights of peers, instructor, or respondents; and/or rejects or dismisses the insights and reactions provided without giving them careful evaluation and consideration||Elicits, records, evaluates and incorporates the insights and reactions to the findings from multiple professionals in the field||Provides thoughtful, well organized, and clear presentation of the evaluation of recommendations and insights of peers, instructor, and multiple professional respondents||WEIGHTED BY 5 Please Circle One 1 2 3 4 1<14 2=15-163=17-18 4=19-20|
|4. Rationale for how models, theories, and approaches meeting the 4 objectives (PO 1abc, 2, 3; CF 1, 2, 3, 4)||Fails to provide a rationale for why models, theories and approaches were chosen and/or fails to connect the theories to the four objectives||Provides an incomplete or illogical rationale for why models, theories, and approaches were selected and/or how they are connected to the four objectives||Provides a logical and complete rationale for the models, theories and approaches selected and connects them to the four objectives||Provides a well organized, well supported rationale for the models, theories and approaches selected and clearly connects each of them to the four objectives and integrates them into the knowledge base.||WEIGHTED BY 10 Please Circle One 1 2 3 4 1<302=31-343=35-38 4=39-40|
|5. Describe biases and assumptions (PO 1c; 3 CF 1, 2, 3)||Fails to clearly describe his or her own biases and assumptions||Provides a confusing or weak description of biases and assumptions||Provides a clear description of biases and assumptions||Provides a clear, insightful evaluation of the assumptions and biases within claims and findings and suggestions.||WEIGHTED BY 5 Please Circle One 1 2 3 4 1<14 2=15-163=17-184=19-20 |
|6. Create a speech discussing plan and rationale for approach (PO 1abc, 2, 3; CF 1, 2, 3, 4)||Fails to create and/or fails to convey the plan for the transformational change the student envisions; and/or fails to provide a with rationale in the speech for why this approach will be successful||Provides a disorganized speech and fails to appropriately and clearly convey the plan for the transformational change and/or why this approach will be successful||Presents a clear, well organized speech that conveys the plan for bringing about the transformational change the student envisions with well supported rationale for why this approach will be successful||Creates a powerful, , and persuasive speech that clearly conveys the plan for the transformational change the student envisions with a well supported rationale for why this approach will be successful,||WEIGHTED BY 5 Please Circle One 1 2 3 41<14 2=15-163=17-18 4=19-20|
|7. Presents expectations of self and community (PO 1c, 2, 3; CF 1, 2, 3)||Fails to describe any expectations||Provides little description concerning the student’s expectations of self or others||Provides a clear description of expectations of self and the community||Provides a logical set of expectations for self and the community that appear to enhance the change plan||WEIGHTED BY 5 Please Circle One 1 2 3 4 1<14 2=15-163=17-184=19-20 |
|8. Deliver speech and reflect on feedback from peers (PO 1b; CF 1)||Fails to present speech to peers||Presents the speech but fails to reflect and incorporate the feedback in the journal||Presents the speech and reflects and incorporates the feedback in the journal||Presents the speech and reflection ways to improve practice through the careful reflection and incorporation of the feedback in the journal||WEIGHTED BY 5 Please Circle One 1 2 3 4 1<14 2=15-163=17-184=19-20 |
|9. Provides feedback on assigned peer(s)’ journal entries (PO 1c, 2, 3; CF 1, 2, 3)||Fails to provide feedback on peer(s)’ journal entries as assigned||Provides little or superficial feedback on peer(s)’ journals entries||Provides a clear, thoughtful feedback on peer(s)’ journal entries as assigned||Provides detailed, thoughtful feed back on peer(s)’ journals entries and uses readings to support claims and assertions||WEIGHTED BY 10 Please Circle One 1 2 3 4 1<302=31-343=35-384=39-40 |
|10. Provides written evaluation of peer(s) speech(es) (PO 1c, 2, 3; CF 1, 2, 3)||Fails to provide written evaluation on assigned peer(s) speech(es)||Provides little or superficial written feedback on peer(s) speeches||Provides a clear well supported written feedback on peer(s) speeches as assigned||Provides detailed, thoughtful written feedback on peer(s) speeches uses readings to support claims and assertions||WEIGHTED BY 7 Please Circle One 1 2 3 4 1<202=21-233=24-264=27-28 |
|11. Claims and citations (PO 3; CF 1, 2)||Fails to support claims with evidence and/or cite all sources||Provides inadequate, weak, or inappropriate evidential support for claims and/or cite all sources||Provides adequate and appropriate evidential support for claims and cites all sources||Uses strong evidence and references to present and support a well organized and logically presented argument||WEIGHTED BY 5 Please Circle One 1 2 3 4 1<14 2=15-163=17-184=19-20 |
|12. Use appropriate writing mechanics and format including spelling, grammar, and APA citation and references (PO 1b; CF 1)||Contains numerous errors in spelling, grammar, and/or sentence structure that makes understanding the logic of the paper extremely difficult. Does not follow the APA Manual for formatting internal citations and references.||Contains errors in spelling and grammar that present some issues related to understanding elements of the paper. Follows APA. Has mistakes.||Follows normal conventions of spelling and grammar throughout. Errors do not interfere significantly with comprehension. APA style, conventions and format are used consistently throughout the paper.||Is error free in terms of mechanics. Transitions help establish a sound scholarly argument and aid the reader in following the presenters’ logic. Consistent APA format throughout with little to no errors and would meet the guidelines for a professional paper.||WEIGHTED BY 5 Please Circle One 1 2 3 4 1<14 2=15-163=17-18 4=19-20|
Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.
You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.Read more
Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.Read more
Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.Read more
Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.Read more
By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.Read more