Organizational Systems. Leadership and Organization Development Student Learning Objectives

Transcription

1 Organizational Systems Leadership and Organization Development Student Learning Objectives Revised March 2011 All materials presented in this manual are for the express purposes of education at the LIOS Graduate College of Saybrook University Any other use is an infringement of U.S. copyright law. LIOS Graduate College of Saybrook University 4010 Lake Washington Blvd NE, Suite 300, Kirkland, WA Main Phone Number: (425) Fax Number: (425) Leadership and Organization Development Student Learning Objectives

2 Leadership and Organization Development Student Learning Objectives 1. Understand and articulate the integral role of organizational coaching in organizational development, viewing coaching as a systemic intervention and distinguish between life, career and organizational/executive coaching. 2. Establish and articulate a coaching contract with a client, clearly communicating the distinctions between coaching/consulting, psychotherapy and other support professions. 3. Demonstrate effective coaching skills (ability to successfully communicate: respect, caring and accurate empathy, utilize concreteness, genuineness, immediacy, and confrontation as well as appropriate self disclosure. 4. Intervene from a systemic perspective using powerful questioning (questioning that challenge the client's assumptions and supports discovery, insight, commitment or action) in order to deepen client understanding, shift perspectives and open up new possibilities. 5. Communicate directly and effectively employing language that has the greatest positive impact on the client including giving direct feedback. 6. Facilitate the client s ability to generate opportunities for ongoing learning and for taking new actions that will most effectively lead to agreed-upon coaching results. 7. Increase capacity to accurately assess one s own skill level as well as the skill level of others, offering and soliciting useful feedback to and from colleagues in service of professional development. 8. Summarize their understanding of the theories; concepts and ideas about LOD practice that they believe will be most relevant to their work. 9. Creatively build on those theories by offering their unique perspective on applications of the theories. 10. Identify areas that continue to intrigue them for future theoretical exploration. 11. Develop their critical thinking and conceptual skills, viewing themselves as theory conversation partners with others in the field. 12. Understand functions of mission, values, vision, and goals as they relate to personal and organizational leadership. 13. Develop the ability to scan the environment and think systemically about strategic goals, priorities and initiatives. 14. Develop the ability to link strategic leadership with effective change management in organizations. 15. Probe beyond the "presenting problem" or symptom to diagnose fundamental causes and possible courses of action. 16. Define organizational/group culture, analyze both its artifacts and underlying assumptions, and help facilitate culture change where appropriate. Leadership and Organization Development Student Learning Objectives 1

3 17. Compare and contrast approaches to change management intended to produce nimble, high-performing organizations. 18. Enhance their capacity to think systemically about issues of change management. 19. Begin to develop and articulate a personal change theory. 20. Identify, understand, discuss, and practice the steps of action research: a. Entry and joining b. Contracting and goal setting with clients c. Data collection and analysis d. Data feedback and joint diagnosis e. Joint goal setting and action planning f. Implementation of a specific change intervention g. Evaluation of goal attainment 21. Apply systemic principles to the phases of Action Research. 22. Apply measures to organization goals and to use these in evaluating change outcomes 23. Identify the challenges practitioners face in bringing "self" to the role of change agent and in utilizing leader and group skills. 24. Articulate leadership theories and develop their own leadership theory and then place those leadership theories into practice and learn from their experience. 25. Articulate responsibilities appropriate to leadership and management roles, as well as the roles of direct reports. 26. Demonstrate the leadership and management/supervision competencies of initiating and managing structure, self-differentiated leadership, managing employees' performance, and managing meetings effectively. 27. Identify characteristics of high-performing work teams and effective cross-functional work, including organizational structures necessary to support teams. 28. Demonstrate competence in influencing both as a team leader and team member to effectively: a. Achieve important organizational goals and project goals within given parameters b. Maintain effective internal processes and dynamics with regard to communication, decision-making, problem solving and project management. 29. Develop capacity to identify, diagnose and intervene to prevent dysfunctional processes or behaviors that can derail cross-functional teams from goal achievement. 30. Understand and work effectively with multiple functional perspectives, objectives, reporting relationships and reward structures as they impact goal achievement. 31. Understand the integral role executive coaching plays in any consultation project. 32. View executive coaching as an organizational intervention. 2 Leadership and Organization Development Specialization Resource Manual

4 33. Establish and articulate a coaching contract with a client, clarifying the roles of the client and the coach. 34. Intervene from a systemic perspective in real-time interactions of clients. 35. Understand the distinction between client rescue and client responsibility models of coaching and develop proficiency in identifying when either of these models is affecting the potential outcomes of the coaching and consulting relationship. 36. Identify criteria for selecting a third party. 37. Demonstrate the ability to plan strategy that will enhance the readiness of an organization to utilize third party consultants successfully. 38. Identify and manage sources of personal reactivity in order to more effectively coach others through conflict situations including projections, hooks, and family of origin issues. 39. Understand and effectively enact the role of a facilitator congruent with the core values of helping the client to generate valid information, make a free choice, and generate internal commitment to the choice. To do this, the student will: a. Understand characteristics of effective group process. b. Diagnose potential barriers to effective group work including organizational context, group structure, group process, interpersonal communication patterns, or individual behaviors. c. Select interventions that will best enable the group to work effectively in achieving its goals. 40. Plan, conduct, and evaluate an actual or hypothetical training segment, meeting, or business presentation utilizing a results-oriented approach to training, including: a. Developing measurable goals and objectives (knowledge, skill and value/attitude) as a basis for training design and delivery. b. Conducting an analysis of the training required to attain and sustain desired performance levels. c. Developing appropriate training design utilizing an effective mix of instructional methods for transfer of learning. d. Facilitating the training, utilizing the stance of a reflective practitioner to course correct as necessary. e. Planning for training transfer in work/life context of the participant. f. Evaluating the results of training. 41. Develop the ability to give and receive effective feedback on facilitation and training competencies. 42. Identify areas they most need to strengthen and develop strategies to sustain a practice as a professional Applied Behavior Scientist, Organizational Development Consultant, and a Leader or Coach/Consultant to Organizational Systems. Leadership and Organization Development Student Learning Objectives 3

5 43. Recognize legal/ethical dilemmas that may arise in leading within systems and consulting practice, and have the resources to address these. 44. Present a work issue in a case consult style giving relevant information, their Masters Change Project dilemmas, and their own contribution to the problem. 45. Demonstrate competence in providing coaching and peer consultation, including: a. Clarifying key issues and dilemmas in the case b. Helping the presenter to identify how his/her own patterns and family of origin issues may contribute to the problem c. Acting as a theory and skill resource to help the presenter appropriately diagnose the case d. Suggesting possible alternative actions or responses to the situation 46. Demonstrate an increase in practitioner skill and understanding of the Action Research process during the course of the consult group. 47. Apply consulting competencies and applied behavioral science theory to facilitate two change projects in respective client systems utilizing Action Research methodology. Competencies include: a. Entry and contracting with clients b. Data collection and analysis c. Data feedback and joint diagnosis d. Joint goal setting and action planning e. Implementation of a specific change intervention f. Evaluation of goal attainment 48. Demonstrate a breadth of knowledge about the literature relevant to the client project, and skill in applying theories, concepts and models to facilitate change processes. 49. Demonstrate competence in developing specific measurable goals and utilizing appropriate change interventions to achieve the project goals. 50. Demonstrate the skill of a reflective practitioner, the capacity to: a. Reflect on internal awareness and experiences in the client system b. Reflect on processes utilized and how these relate to outcomes achieved c. Reflect on consultant presence and use of self as an agent of change in client system 4 Leadership and Organization Development Specialization Resource Manual