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References:

Forrester, J. W. (1994). System dynamics, systems thinking, and soft OR. System Dynamics Review, 10(2‐3), 245-256.

Lauffer, Dr. A. (2010). Understanding Your Social Agency (Third Edition). Sage Publications, Inc.

Wheatley, M. (2002). Turning to one another: Simple conversations to restore hope to the future. The Journal for Quality and Participation; Cincinnati, 25(2), 8–19.

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Organizational Learning Survey

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University of California San Francisco CV Resources

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University of California San Francisco CV Resources

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Office of Career and Professional Development

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Application Materials for Faculty Positions

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Welcome to our collection of sample materials for faculty positions and guidance on how to write your own!

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Introductory Video It is the first week of classes and I want to know who you are! (And, likely, you are thinking the same thing about me.) This introductory video provides the opportunity to share some information on your background, interests, learning goals, and also just some random, interesting information about what makes you , you . Use your smartphone or laptop to create a video and respond to the following prompts: Your name, hometown, educational background [degree(s) and school(s) attended]; What has been the most interesting aspect of your doctoral journey? What are you hoping to do when you receive your doctorate? By Tuesday, 11:59 p.m. ET: Upload your video, in which you respond to the above prompts. By Thursday, 11:59 ...

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Organizational Learning Self-Audit

For this activity, fill out the Organizational Learning Self-Audit. In your initial post, attached the filled out Self-Audit, and answer the following questions (100-200 words):

1. What are the two worst barriers to learning, your organization is suffering from? What is perpetuating this barrier?

2. How would resolve the issue, if you had the authority?

After you answer post your answers, respond to two of your classmates with suggestions how YOU WOULD RESOLVE ONE OF THEIR BARRIERS TO ORGANIZATIONAL LEARNING.

Organizational Learning Self (PDF).pdf

__________

Instructions

By Wednesday, 11:59 p.m. ET:

Post answers to the 2 questions with your Self-audit attached.

By Sunday, 11:59 p.m. ET:

After you answer post your answers, respond to two of your classmates with suggestions how YOU WOULD RESOLVE ONE OF THEIR BARRIERS TO ORGANIZATIONAL LEARNING.

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Organizational Learning Self-Audit For this activity, fill out the Organizational Learning Self-Audit . In your initial post, attached the filled out Self-Audit, and answer the following questions (100-200 words): What are the two worst barriers to learning, your organization is suffering from? What is perpetuating this barrier? How would resolve the issue, if you had the authority? After you answer post your answers, respond to two of your classmates with suggestions how YOU WOULD RESOLVE ONE OF THEIR BARRIERS TO ORGANIZATIONAL LEARNING. __________ Instructions By Wednesday, 11:59 p.m. ET: Post answers to the 2 questions with your Self-audit attached. By Sunday, 11:59 p.m. ET: After you answer post your answers, respond to two of your

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Week 1|Discussion 2      Organizational Change  

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Week 1|Discussion 2      Organizational Change  

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Instructions

The only constant in life is change. --Heraclitus (paraphrased)

Your organization has moved to implement a new strategy on reforming how meetings are used. You're in a meeting with your executive team. You are given two quarters to implement and scaffold your organization to the new standards. What do you?

1. Watch the video.

2. In 250-300 words, provide a short explanation on how you would leverage your team as the Chief Learning Office to help implement the new change within the organization. This is a thought-experiment/vignette so be creative, but practical in practice.

By Thursday at 11:59 PM EST:

Post your initial post with your idea to implement the change.

By Sunday at 11:59 PM EST:

Respond to one classmate's response on how you would support their process as a smaller team lead within the organization.

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Week 2|Discussion 3   Thinking About Systems Watch the following video first, and complete the activity. Then respond to the discussion.

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Week 2|Discussion 3   Thinking About Systems Watch the following video first, and complete the activity. Then respond to the discussion.

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Week 2|Discussion 3 This Discussion is based on that activity and your reactions to it.

Instructions

By Wednesday, 11:59 p.m. ET:

Post a short reaction video to this multimedia activity. What examples can you think of in organizations that similarly demonstrate the difference between simple, complicated, and complex problems?

By Sunday, 11:59 p.m. ET:

Add a written comment in response to at least two peers. Focus your comments on what was similar or different about your interpretations.

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Week 2|Discussion 3

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Welcome to the Pre discussion Activity. You will want to participate in this activity prior to working on the discussions and assignments for the week. You will want to either grab a pen and some paper to take notes or use a word document on your computer or mobile device to help with this activity. Look at these three images. What do all three images have in common? What is different? Take a few minutes to brainstorm these similarities and differences. Try to think outside the box. Pause the video and take your notes. When you are ready, resume the video onto the next part. Now that you have some ideas of similarities and differences, how might your answers change if the question was asked differently? What is different about these three challenges? Baking a cake, sending a rocket to the moon, and raising a child? Now, what is similar and different about these three challenges? Pause the video to take your notes. When you are ready, resume playing the video? In 2002 paper, Glober and Zimmerman provided this example to help us understand the importance of approaching complex problems differently than we approach simple and complicated problems. In simple problems like cooking by following a recipe, the recipe is essential. It's often tested to assure easy replication without the need for any particular expertise. Recipes produce standardized products and the best recipes give good results every time. Complicated problems like sending a rocket to the moon or require a different formula, or recipes are critical and necessary to resolve them, but are often not sufficient. High levels of expertise and a variety of fields are necessary for success regarding this mission. Sending one rocket increases assurance that the next mission will be a success. In some critical ways, rockets are similar to each other, and because of this, there can be a relatively high degree of certainty of outcome. When it comes to raising a child, on the other hand, this is a complex problem. Here, the formula has a much more limited application. Raising one child provides experience, but no assurance success with the next kid. Although expertise can contribute to the process in valuable ways, it does not guarantee success. None of the expertise prepare me sufficiently for raising three very different kids. To some extent, this is because every child is unique and must be understood as an individual. As a result, there's always some uncertainty of the outcome. Unlike simple and complicated problems, complex problems and complex systems carry with them large degrees of ambiguity and uncertainty. However, the complexity of the process and the lack of certainty does not lead us to the conclusion that it is impossible to raise a child. We just have to get good at dealing with the uncertainty and adapting to the needs of the child. As we learn what works, organizations are complex systems, and just like raising a child, leading organizations require the ability to learn from feedback and adapt approaches based on that information. This is the essence of the learning organization. Thanks for watching. 

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Employee / Volunteer Onboarding

Employee on-boarding or volunteer on-boarding, if the organization is a Non-Government Organization or Non-Profit, is usually the very first experience that employees/volunteers get when it comes organizational learning. Watch the following video by Jennifer Currance, MBA, SHRM-SCP, PCC.

After watching the video, reflect on your current organization's on-boarding process and address the following questions:

1. What did your organization's onboarding process consist of?

2. Did the onboarding process address what was mentioned in the video?

3. If so, how did the onboarding process accomplish this?

4. If not, what would have to be changed in order to accomplish this?

5. Did the onboarding process reflect the learning culture within the organization or was it just a one off experience?

Post your initial post by Wednesday (Soft deadline).

Respond to 2 peers by Sunday at 11:59PM on how you would address the gaps in their on-boarding process.

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Week 2| Discussion 4 Video Transcript                                     Employee / Volunteer Onboarding 

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Week 2| Discussion 4 Video Transcript                                     Employee / Volunteer Onboarding 

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The sad truth is we have a really high turnover rate in the United States. It's over 40%. We have the lowest unemployment of 4.3% in the past 16 years. That means a lot of people aren't looking for jobs. What does that mean? We got to keep them. When we find those good ones, we want to keep the good ones. When we find those good employees, we need to learn how to keep them. And the trick is we can start with onboarding. The other sad truth is that 50% of executives leave after the first 18 months. Why? A third of them because they don't fail to align with the company culture. Don't they aren't able to make and establish those key relationships that are so important for those executives. How do we do that? The answer is onboarding. When we are able to do those things, when we have a successful onboarding program, you guys know all this. We increase the job satisfaction, we increase the performance of our workforce, which increases the profitability and the productivity, and that lowers the job turnover rate, which some people have estimated costs 20-213%. Obviously, those senior executives that are leaving, are the higher rates, that 213% of an annual salary. Studies have shown that if you have an effective on boarding program, we're going to talk about how to do that in a minute. If you have an effective onboarding program, then you are 69% more likely to keep those high potential employees after three years. You're really increasing your chances of saving those high potential employees and those senior executives that you've worked so hard to recruit what are the four components of onboarding? Sherm Research has come up with the four Cs of onboarding. The first one is we have to do compliance. How many here have a compliance component in their onboarding program? Yeah, we do it because we have to. It's called compliance. But the second step is clarification, clarifying those roles that we have for the new employee, so they know what they're going to be doing in their job. Some people call that job description. I say we could probably go a little bit further with that if we're going to create a dynamic onboarding experience. Then a dynamic onboarding experience will also share the culture, both the formal and the casual culture with the new employee and lastly, create that connection. Okay. Create the connection so that people feel like they have a friend at work. One of those questions that we always see on the employee satisfaction surveys. How do we do that? I say there are three ways. We have the pre boarding phase, we have the orientation phase, and we have the onboarding phase. Let's talk a little bit about each one of those three things. Pre boarding, I think of a pregnancy. It's before the actual person, new employee comes on board before they actually start with the company. It could be after the offer, might even start before then. But we all have these things. The basic way to, um, pre board somebody would be to send them an email. Hey, this is your first day. We look forward to seeing you. This is where you report in, here's your key pass, here's where you park, those basic things. We might send them a little bit of paperwork. We might send them some benefits information in the mail to get them thinking about it. Basic. But if we want to create a dynamic onboarding experience because those are all compliance, pretty much, what else do we need to add? We need to add the clarification piece if we can. We want to add the culture and the connection. How can we do that? Send them a welcome packet. Southwest Airlines has a new employee buddy, write a handwritten note in a package with a new shirt and sends it to the new employee before they even come on board. Because think about it. When you have a new employee, when you start that new job, you're like, Yes, I'm getting rid of my old job and get to go to a new job. There's excitement there, so we got to tap into that excitement as we're creating our onboarding program. Use it. Use the force for good. They have that excitement. It's in everybody. Let's use it for our advantage. We can invite those new employees to go ahead and sign up with the company Intranet. I have two children, and when they were in kindergarten, I was the home room mom. I was one of those people. And they had the teachers had a get to know you survey. The purpose was for all of those crazy little things, the teacher's birthday, the teacher appreciation day, the holiday break, the end of school, all those things we had to buy gifts for our kindergarten teachers, we parents would know what to provide them. So it was things like, what's your favorite candy bar? What's your favorite soda? What are your favorite books to read or magazines or favorite restaurant, a get to know you survey. What if you provided something like that for your new employees? How do you like to be rewarded? What kind of team activities have you done in the past that you've really enjoyed? You're able to use that information to help enhance your own environment. You have the knowledge right there. They have experience that you'd love to tap into and to get to know them better. And what happens to the new employee? When you ask them how they feel, they're feeling valued because they feel already before they've even started Donde one, like they have a place in your company. What a great feeling is that. The Phase two is orientation. This is just the first day or two. This is when you have to come in. Sign the I nine forms and give them the benefit forms, sign the acknowledgment forms for the sexual harassment and the employee handbook, right? We all have them sign the acknowledgment forms. I've talked to some companies that don't. I'm like, Why? No? We maybe encourage a little culture because we have a company video that we present to them. So they can get to see, right? But of course, we have to make sure that that is a true statement of your company culture as well. Those are some of the basic things that we can do for our new employees. But if we're creating a dynamic onboarding experience, we might have some customized desk accessories instead of just the legal pad with three pens and two pencils and two different sizes of post it notes. There are some more things that we can do to enhance that experience. We're trying to make that new hire feel important and feel valued and feel special. I started a new job one time and on my first day into my new office, there was a little plant there. Luckily, my boss didn't know I had a black sum. So she gave me a little plant with a handwritten note. Hey, Jen, we're so glad you're here. Welcome to our company. How did I feel about that? Pretty stinking cool and really trying not to kill the plant for a long time. They died off in little spurts, but I think there's still a little twig left that was green by the time I left the company. We have often have lunch with the team, right? Lunch with the boss, lunch with the team, maybe lunch with a small group of people. Maybe it's a group of people from different teams that you're going to be working closely with, maybe it's not all on day one, maybe you spread that out over the first week. Being providing clarification could look like in a welcome letter. This is what you're going to get on your first week. Here's a schedule of things that you have on your first week that you're going to be doing because you're providing clarification for them. You're taking a little bit of the fear out of a new job, right, and you're providing them with a little bit of information. Okay. Very quickly, I'm going to ask for some audience participation here. All right? What other things have you done in your organization or heard about that have been dynamic onboarding orientation day experiences for those first day or two? Yes, ma'am. You did I'm sorry? A video of the company. Okay. So it was something that you already had created that you were able to show them? Okay. That's to enhance that connection and that culture piece. What else? Yes, sir. A culture committee that has breakfast with the new hires and gets the feedback from the new hires. What the new hires expect out of the culture. Wow. We're not just telling you what to expect. We're asking you what we expect. That's a good one. All right. One book of applying critical evaluation for you, sir. Thank you. All right. All right. Going forward for onboarding phase three, onboarding. Now, sometimes we think about onboarding lasting how long? Maybe a month, maybe two weeks, maybe two months at tops, maybe 90 days if we're lucky. Some companies like Lial have onboarding for two whole years, and there's a consistent schedule, obviously a little more regimented upfront, but still on a quarterly basis going throughout, having that elongated those touch points to be able to provide to the new employees. So that could be something that you consider really stretching out. Laslo Bach just talked about how they had to ramp up. They went from nine months down to six months just by sending out emails, right? So you're trying to get those people to full productivity. That's the purpose of onboarding. Some of the basic things we might do is to provide throw a three ring binder of standard operating procedures on their desk. Bam, right? That might be something that we do here. Read this on your spare time. I'll get back to you next week and we'll talk about it. Sometimes we do that. You could have a little bit of one on one training with the boss. Hey, this is what your job is. 15 minutes later. Okay, you got it good. I'm going to go back and do my work. Checklist, things you need to do, some regular check ins, the drive bys, I like to call them. Hey, everything good? Good. I'll catch in another ten days. Ask me if you have any questions. Then hopefully we're all doing 90 day reviews. That's again, adding that clarification piece in there as well. But how many employers do you think have all four of those pieces? They do the compliance, they do the clarification, they do the culture, and they do the connection. What percentage do you think do that really well on a consistent basis? How many? 10%? 25%, 25%. The numbers 20, 20%. Yeah, so right there in the middle. 20% of employers do this really well. 30% of employers just do compliance only. Yeah. Anybody walked into a situation like that before doing the compliance piece. But you can see how when we add a little bit more value to our onboarding, we're adding more value to our employees, and we're getting that good feeling right up front. Here's how we can create more dynamic onboarding experience. Instead of just the one time first day lunch, Hey, why not make it a monthly event? If you have a larger organization, maybe you create a team, some sort of a cohort that goes through the employee life together. These are the oir quarter 2017 employees. Who, they can get together because studies show that if you have a friend at work, you're more likely to stay there. You don't want to go to work and be around a bunch of people you don't like to be around. That's not fun, create that create that connection. Uh, create have a mentor, have a buddy system. Hey, you're new. I'm your first day buddy, or whatever you want to call it. You can probably think of something a little more original than that, right? But have somebody to walk them around and tell them the ins and the outs about what really goes on and the true culture of the organization. Um, some companies have a pay to quit. Some companies will ask the opinions, like you were just suggesting. That's a really great way to ask the opinions because they're feeling valued. One thing that I've instituted is a new hire survey. So at the very beginning to do a new hire survey, I see some heads nodding. But then, on the first day or the first week, you're still pumped up. What happens on day 90? What happens on day 180? Are they still as pumped up? Because now they have a broader picture of what you're doing in your organization and you can ask them these questions. Repeat the same survey or maybe tweak it a little bit depending on what questions you're asking. You can do it for free off a survey monkey if you want, or you can do a little more robust version too. But it's a really great way to get that feedback and continually improve and enhance your products and your programs. Real quick, who has some other ideas, some dynamic ideas about how to enhance your onboarding program? Ma'am. A culture coach. That's like a buddy. They sit with the person for the entire first month at the all staff meetings? Fill them in the back story. Fill them in on the back stories because one of the things about companies is that they have the history, right? And the new people are feeling left out with the little inside jokes or what have you. What a great opportunity to do that. One book of Developing Business Acumen, Paul, would you mind giving this to this lady? Thank you. Great. Thank you so much. Okay. I don't have any more books left with me up here, but does anybody have one more idea? Yes, ma'am. What is pay to quit? Pay to quit. Some companies are doing this like a Zappos, I believe, is one of them that actually pays they go through the training, and then they will pay you after two months or so to quit if you don't like the organization. And so what you're doing is you're bringing in people who want to work there. And if you new employee Sally says, this isn't a fit for me. It's okay. She's not losing as much. We don't want you here unless you are a strong fit for the culture and you want to be here. So we'll go ahead and give you $2,000 or whatever the amount is to leave the organization and go find a better fit for you. So it's a win win. So some companies that can work for some companies, maybe not so much. So you're okay with that. It's a design program. It's not per pay period. It's like, Hey, we're at the two month mark, and so it's do or die. You're either signing in blood or you're out the door kind of thing. It's a way to really enhance those people to stay in with the organization. I have one final golden tip, Golden Star idea for you, and that is onboarding coaching. What onboarding coaching is is you have for your new hires, particularly those executives that you spend a lot of money on bringing in the you provide this coach for these new individuals to come in and help them with those business strategies, help them align with the culture, help them build those key relationships. So in 18 months, they're not out the door. They're here, they're being productive. You're providing them with a safe place. To share their grievances and say, Hey, I had this problem with my team member, but I don't want to tell my boss about it, but I really need somebody to talk about it. An onboarding coach can be that person. And that can be a really effective outlet for those new executives. So my time is up right now. I thank you very much for helping learning about how to create a new reality in our onboarding programs and lower our turnover. Please connect with me on LinkedIn. 

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Reflecting on Our Mental Models

"When practitioners are unaware of their frames for roles or problems, they do not experience the need to choose among them. They do not attend to the ways in which they construct the reality in which they function; for them, it is simply the given reality. When a practitioner becomes aware of his frames, he also becomes aware of the possibility of alternative ways of framing the reality of his practice" - (Schön, 1983, p. 310)

Dewey (1994) defines reflective action as a behavior that involves active, persistent, and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads. The process of reflection involves a “standing back” from and systematic reviewing of what has been happening.

Similar to what Schön quoted above, Senge (2006) suggests that “the discipline of working with mental models starts with turning the mirror inward; learning to unearth our internal pictures of the world, to bring them to the surface and hold them rigorously to scrutiny” (p. 9).

Instructions

By Wednesday, 11:59 p.m. ET:

Using video, reflecting on Chapter 1 in Senge’s book, the Senge video, and the quotes above, identify a mental model or frame that you hold about your work or role in life that may have an effect on your behavior.

For example, if you work in an educational setting like a school, you may believe that your students are your customers. With that framing, how might that affect how you treat students on a daily basis? How might that limit what might be possible with students in that context? How is this mental model similar or different from those of others?

Post your 3-4 minute video reflection to the Discussion Board.

By Sunday, 11:59 p.m. ET:

Read and respond to the posts of at least two of your classmates. Comment on how the post provides an example of mental models and compare to your own example. Please limit each response to no more than 100 words.

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Panel Interview: Catalyst Miami Program Transcript (PDF)

View time: 24 minutes

Instructions

Watch the video interview with staff from Catalyst Miami. Focus on one small moment in the video that struck you in some way—some specific part of the discussion, one example given, one strategy shared, one challenge described.

By Wednesday, 11:59 p.m. ET:

Post a concise entry to the Discussion Board using these questions as a guide:

What is the small moment you are reacting to?

Identify one emotion or feeling connected to your reaction. For example, were you surprised? Frustrated? Confused? Bored?

What did this small moment remind you of from the course or your own experience in organizations?

What questions does this small moment raise for you? What conclusions might you draw?

By Sunday, 11:59 p.m. ET:

Read and comment on two of your peers’ posts.

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Panel Interview: Catalyst Miami Transcript

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Panel Interview: Catalyst Miami Transcript

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Program Transcript

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Panel Interview: Catalyst Miami Program 

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Panel Interview: Catalyst Miami Program 

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Global Productivity Hinges on Human Capital Development

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Organizational Frames Leadership Orientation

Instructions

1. First complete the “Organizational Frames Leadership Orientation” questionnaire handout and follow the instructions to total your scores and plot on the chart.

2. Review your scores and read the short descriptions of each of the four frames. Do you think the results match you well?

3. Use a combination of these scores and your reading of Chapters 1 and 2 in Bolman and Deal, to write a 2- to 3-paragraph (about 500 words) journal entry that reflects on which “frame(s)” is most dominant for you and what you have learned about your own perspective on organizations through these activities.

4. Attach a scan or a good picture of your questionnaire scores and plot.

Due by Sunday, January 12th, 2025 at 11:59 p.m ET.

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Chapter 2 Simple Ideas, Complex Organizations _ Reframing Organizations 7th Edition

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Citation:

Lee G. Bolman, Bolman, and Deal Terrence E. Deal. Reframing Organizations: Artistry, Choice, and Leadership. 7th edition. Jossey-Bass, 2021. Print.

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Chapter 1 Introduction _ Reframing Organizations 7th Edition

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Week  3_ Teaching Smart People How to Learn

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Week 4 _ 068_ Stephen Gill and David Grebow—Managing For Success in the Knowledge Economy _ Simon Associates

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Week4 Reading 2_Is Yours a Learning Organization_

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Week 4 Reading 3_From a Training Culture to a Learning Culture

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BY EDGAR H. SCHEIN

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Week 4 Reading 4_CAN LEARNING CULTURES EVOLVE_ The Systems Thinker V7N6 Feature

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Week 4_Course Project Update_ Assessment

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Week 5 Reading 1_Liberating Structures - Introduction

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Week 5 Reading 1_Liberating Structures - Introduction

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Week 5 Reading 1_Liberating Structures - Introduction

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Week 5 Reading_Task_ 3_DIALOGUE THE POWER OF COLLECTIVE THINKING The Systems Thinker V4N3 Feature

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Week 5 Reading_Task_ 3_DIALOGUE THE POWER OF COLLECTIVE THINKING The Systems Thinker V4N3 Feature

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Citation: Isaacs, W. N. (n.d.). Dialogue: The power of collective thinking

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Week 5 Reading_Task_ 3_DIALOGUE THE POWER OF COLLECTIVE THINKING The Systems Thinker V4N3 Feature

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Week 5 Reading 4_____Public Reflection as the Basis of Learning- needs access- check with professor or UM Library

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Week 5 Reading 4_____Public Reflection as the Basis of Learning- needs access- check with professor or UM Library

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Joseph A. RaelinView all authors and affiliations

Volume 32, Issue 1

https://doi.org/10.1177/1350507601321002

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Week 5 Reading 6_The Process of Dialogue: Creating Effective Communication_ The Systems ThinkerV5 N5 Feature

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Week 5 Reading 6_The Process of Dialogue: Creating Effective Communication_ The Systems ThinkerV5 N5 Feature

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Citation: Schein, E. H. (n.d.). The process of dialogue: Creating effective communication.

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Week 5 Reading 6_The Process of Dialogue Creating Effective Communication_ The Systems ThinkerV5 N5 Feature

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Week 5 Reading 7_Productive Conversations Using Advocacy and Inquiry Effectively_The Systems Thinker V10N2

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Week 5 Reading 7_Productive Conversations Using Advocacy and Inquiry Effectively_The Systems Thinker V10N2

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Citation: The Systems Thinker. (n.d.). Productive conversations: Using advocacy and inquiry effectively.

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Week 5 Reading 7_Productive Conversations Using Advocacy and Inquiry Effectively_The Systems Thinker V10N2

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Week 5 Assignment_View Assessment_Instructions at Submission

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Week 5 Assignment_View Assessment_Instructions at Submission

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DescriptionMeaningful dialogue in organizations doesn’t always just happen naturally. Good conversations need holding environments or opportunity structures. The people at Liberating Structures created a menu of 33 “Liberating Structures” or templates for creating conditions for meaningful dialogue and better collective process.

Link: https://www.liberatingstructures.com/

Menu: https://www.liberatingstructures.com/ls/

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Week 5 Assignment_View Assessment_Instructions at Submission

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Week 5 Assignment_View Assessment_Instructions at Submission

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Week 5 Assignment_View Assessment_Instructions at Submission

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DescriptionMeaningful dialogue in organizations doesn’t always just happen naturally. Good conversations need holding environments or opportunity structures. The people at Liberating Structures created a menu of 33 “Liberating Structures” or templates for creating conditions for meaningful dialogue and better collective process.

Link: https://www.liberatingstructures.com/

Menu: https://www.liberatingstructures.com/ls/

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Week 2|Assignment 2      Systems Thinking

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Week 2|Assignment 2      Systems Thinking

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Instructions

Based on these materials, write a 500- to 750-word essay using the following questions and prompts as a guide:

What is systems thinking?

How does systems thinking help people deal with complexity in organizations?

Why is a systemic perspective an important complement to analytic thinking in organizations?

What is an example from your own work or life where a systems perspective was helpful (or could have been more helpful than the approach you used) to a problem you were attempting to solve?

Be sure to cite sources for any material referenced.

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TAL 602 Group Project Possible Guiding Questions:

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   Week 2|Videos                                                                   1) Got a Wicked Problem? First, Tell Me How You Make Toast

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   Week 2|Videos                                                                   1) Got a Wicked Problem? First, Tell Me How You Make Toast

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Tom Wujec: Got a wicked problem? First, tell me how you make toast

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Week 2 Reading       Systems Thinking Tools | Read Pages 8-9

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Week 2 Reading       Systems Thinking Tools | Read Pages 8-9

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Week 2 Reading 1 Systems-Thinking-Tools-TRST01E

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Week 2|Videos     2) Peter Senge Introduction to Systems Thinking

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Week 2|Videos     2) Peter Senge Introduction to Systems Thinking

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Systems intelligence vs systems ignorance. We live in a world where we consistently produce suffering which nobody intends. As a species, as societies we are blind. We have so little ability to be aware of the consequences of our own action. Interdependence has grown and our awareness of the interdependence has declined.

Wile, K. (2014, August 5). Peter Senge introduction to systems thinking

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Peter Senge Introduction to Systems Thinking

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Optional Video Resource - Peter Senge: "Systems Thinking for a Better World" - Aalto Systems Forum 2014

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Optional Video Resource - Peter Senge: "Systems Thinking for a Better World" - Aalto Systems Forum 2014

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Peter Senge: "Systems Thinking for a Better World" - Aalto Systems Forum 2014

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Journal Week 3 Assignment 3 Instructions

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Journal Week 3 Assignment 3 Instructions

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nstructions

Based on your close reading of the Argyris article and the other readings, describe the difference between single- and double-loop learning, and explain why it is important to the practice of organizational learning. Then, think of a specific organizational problem or challenge that your organization is currently experiencing and explain how you could apply a double-loop learning process to this challenge in order to create better solutions.

Recommended length: 500–750 words

Due by Sunday, 11:59 p.m ET.

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Journal Week 3 Assignment 3 Instructions

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Yukl, G. (2013). Leadership in Organizations (8th ed.). Boston, MA: Pearson.

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Leadership in Organizations by Gary Yukl

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Peter Senge - the fifth discipline full text

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Peter Senge - the fifth discipline full text

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Psychological Safety and Learning Behavior in Work Teams Author(s): Amy Edmondson Source: Administrative Science Quarterly, Vol. 44, No. 2 (Jun., 1999), pp. 350-383 Published by: Johnson Graduate School of Management, Cornell University Stable URL: http://www.jstor.org/stable/2666999

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01-15 TAL 602 Transcript Interview with Josh,  Professional Learning, School Culture, and Time Management in Education

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01-15 TAL 602 Summary Interview with Josh,  Professional Learning, School Culture, and Time Management in Education (1)

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01-20 Summary Interview_ Jessica Milan-Miller - CEO of Gingerbread House

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01-20 Transcript Interview_ Jessica Milan-Miller - CEO of Gingerbread House