LL - Organizational Leadership

Taken in the first term of the Organizational Leadership Program, this course lays the foundation for learning plans, curriculum development, literature review, and initial research skills. This course introduces students to the Mission of Lewis University, essential concepts of organization studies, as well as the faculty and learning community at this University. Psychometric instrument used in this course: Learning Styles Inventory. This course replaces LL576 Organizational Assessment.

This course helps to prepare students in the MAOL Program for the Capstone Project. Students will investigate electronic search processes, explore a variety of research approaches and methodologies. Emphasis will be placed on the structure of and requirements for the Capstone. Instrument used in this course: Capstone Protocol. For students who entered the program prior to the 2011 academic year.

This course provides an analysis of foundational theories and practices of leadership, emphasizing the application of theoretical concepts to real-life leadership situations. Also examined are the impact of organizational history and structure on today's leadership challenges. Psychometric instruments used in this course: Big Five Personality Test, Type A, Locus of Control, Machiavelli Scale, Emotional Intelligence, modified MBTI, Self-Monitoring, Narcissism.

This course provides extensive opportunity for self-assessment and discovery of leadership abilities, as well as communication, decision-making, and learning styles. It explores personality theories, key contributors and factors, including personal and professional experiences, values and attitudes. Course provides students with the opportunity to discover, discuss and analyze their leadership style utilizing several inventories for identifying leadership competencies. Focus is on applying various instruments to assess effectiveness of personal, interpersonal and organizational leadership styles. Psychometric instruments used in this course: MBTI, Keirsey Temperament Sorter (KTSII), FIRO-B, Rath StrengthsFinder.

The emphasis of the course is on the examination of integrative thinking and problem solving as they pertain to leadership. The course focuses on developing problem-solving skills and methodologies for examination, evaluation and prioritization of information. Discussions center on the analysis of scientific methodology, language and interpretation, and their influence on the practice of leadership. Psychometric instrument used in this course: Watson-Glaser Critical Thinking Appraisal.

This course focuses on the governance and management issues of higher education and the interface between the social and political forces. It will develop the context for understanding public and private institutions, academic and administrative organization, and governance generally and as these affect student-institution relationships. Emphasis will be placed on connecting the historical perspectives of higher education with the current leadership/governance issues of today. Theoretical frameworks and organizational models will be used for analysis.

This course will explore the various aspects of communication and its affiliation with organizations. Students will have opportunities to develop specific communication skills in interpersonal, group, and public contexts as well as learn theories that pertain to organizations as communication creations, networks, and socialization processes.

This course provides an overview of the Office suite applications (Word, Excel, Access, and PowerPoint) and their functions in assisting leaders to be successful within an organization. Students will be provided opportunities to develop an understanding of current and emerging technologies and technology-related issues within the workplace as well as gain an understanding of application and software (i.e, Word, Excel, Access, and PowerPoint).

This course engages students in their discovery of skills, practices and theories related to organizational change. Students will identify key factors influencing organizational change, learn skills to minimize resistance to change and analyze key competencies of effective change leaders. Case studies will be examined as the course compares/contrasts different change models and distinguishes key success factors in making change efforts last within our organizations. Using their newly learned resources, students will develop a change leadership "roadmap" that integrates key learning objectives and demonstrates their success as a change leader. Psychometric instruments used in this course include: Tolerance for Ambiguity Scale, Big Five Personality Test.

This course combines the theory and application of team development. As a member of a group, students will develop a work product and have the opportunity to improve their skills in observing and analyzing group behavior as well as determining the role and impact of leadership. Students will improve their skills as a member and leader of a group. Students will gain a theoretical understanding of group development within organizations, how teams differ from work groups and how and when to develop high performance teams.

This course covers issues involved in multi-cultural organizations, including developing consensus within the organization for valuing diversity, relationship building, communicating across cultures, and managing people of different genders, races, and cultures. Issues of stereotype, bias and resistance are examined from both a personal and an organizational perspective with an emphasis on making meaningful contributions to diversity initiatives within organizations.

This course will engage students in the discussion of ethics, studying how personal values, ethical models and reflective processes shape our ethical decision making in a leadership context. Discussions and study will be grounded in western philosophical thought, organizational and societal moral realities including social responsibility with special attention to servant leadership. Research will focus on ethical leadership, its importance and how leaders/learners can continue to integrate ethics into their own leadership stance. Psychometric instruments used in this course: Organizational Culture Ethical Index (OCEI), Leadership Preference Continuum (LPC).

Content of the course will focus both on cognitive skills (knowledge of the theories and strategies) and behavioral skills (enacting various strategies). The course also includes assessment tools whereby students can gain a greater understanding of their usual strategy along with its strengths and weaknesses. Critical thinking skills must be applied in the course. A mark of a leader is the ability to know when to go against prevailing thinking. So, while various "lists" may be introduced during the course, students are expected to challenge those lists and ascertain what is valuable in them and what is not. The course is not designed to resolve all conflicts. Using real life case studies, this course explores the theories, practices and issues involved in managing conflict in interpersonal and intergroup settings. Also discussed are methods available to leaders to use conflict to advance their organization. Psychometric instrument used in this course: Thomas-Kilmann Conflict Mode Instrument.

This course is designed to provide students with an understanding of the potential contribution of mentoring and coaching programs as resources for leadership development. With an understanding of the skills and structures required for both mentoring and coaching programs, students will discern opportunities and design plans for implementing and evaluating programs to develop professional leaders in their own organizations.

This course provides an overview of organizational and leadership coaching and introduces students to the 11 coaching competencies, their significance, and how to apply them in working with coaching clients. It also provides context for coaching credentials, niches and specialties, professional connections, and organizing yourself as a coach. The course provides an introduction to the role and application of ethics and standards in the professional coaching environment. It is a foundational class that will assist students in developing the knowledge and resources needed to handle ethical dilemmas that present themselves in the coach-client relationship.

This course teaches students how to apply various different coaching models and techniques to real-world coaching scenarios. The models offer a useful, powerful structure and steps to follow in the coaching process. Students will learn how to incorporate systems elements into coaching within organizational settings. Topics include the A-B-C Model, Appreciative Coaching, Career Coaching, and uncovering deep structure thoughts. This course will build on the Solution Focused Coaching model and will include peer practice sessions.

This course teaches students how to strategically plan and create their coaching practice from the point of view of the successful independent practitioner as well as how to start a coaching initiative within an organization. Topics include defining the right approach to attract coaching clients, making the correct choice about niches and specialties, using technology to manage and grow a coaching practice, how to expand into corporate coaching markets, client retention and referrals, and how to leverage strategic coaching alliances.

This course teaches students the basic concepts about qualitative and quantitative research practices and discusses how these are applied to the field of coaching. This course also provides students with an overview of how to use leadership assessments in a coaching relationship. These leadership assessments are often used in coaching to develop the client’s awareness, to jump start the initial phase of the coaching, and to provide data for goal setting and return on investment.

This course examines contemporary approaches to motivation and the design and implementation of motivational strategies for effective individual and group performance. Students will review the work of theorists such as Hertzberg, Hackman and Oldham, Deci and Ryan, as well as emerging models of workplace motivation. Psychometric instrument used in this course: Rath StrengthsFinder.

Reviewing the characteristics of the organization, administration, and functions of student affairs programs, this course looks at the concrete services offered. Perspectives in planning, annual rotation of events and services, staffing issues, foundational budgeting, and other areas of management will be reviewed. These services will be considered in regard to mission, diversity, traditional and non-traditional students. Students will engage in actual design and share in the implementation of student service initiatives in the learning context.

This course will review traditional management planning processes and then examine the planning process from a strategic perspective. Students will learn how to apply a variety of management tools and techniques for decision making and will develop strategic approaches to management decisions. This course is designed to encourage students to think strategically and operationally about organizations in an increasingly diverse management environment. Students develop a strategic plan in this course following the Bryson model.

This course is designed to focus on the analysis of public policy within the context of public administration and the policy making process. It will identify basic methods for understanding the political process as a system and looking at evaluation techniques to address complex policy issues that are not easily resolvable by quantitative methods. The course will incorporate current policy events occurring at local and regional levels of government.

This course focuses on how to research and understand the elements contributing to an organization's unique culture, including basic philosophy, value system, communication patterns and styles, and social roles. Students will learn how to assess the development of organizational structures and behavior factors within organizations of different types and sizes.

This course is designed to focus on the identification and analysis of public issues/concerns within the context of global and national impacts on local public policy. It will identify methods for understanding the political process as a system and looking at evaluation techniques to address complex policy issues that are not easily resolvable by quantitative methods. The course will use current case studies reflecting various levels of U.S. and foreign governments and non-governmental organizations (NGOs).

This course will prepare students to read, develop, and write financial text for organizational leadership. Organizational leadership involves the allocation and distribution of resources as well as an ongoing knowledge of the financial impact of the local, regional and national economies. Offering an overview of inter-relations of money and markets, investment, and financial management, the course proceeds to develop concrete skills in regard to fiscal leadership. Designed as a graduate level focus on financial analysis, design and reporting from a leadership perspective, the course will provide students an opportunity to focus on organizational issues which have a financial impact on the entity.

This course offers students the opportunity to investigate the structure of effective for-profit and not-for-profit boards. Students will draw upon knowledge and experience to investigate the principles of board governance, the differences and similarities in the structures of for-profit and not-for-profit boards, the roles and responsibilities of board leaders and members, and the importance of diversity on boards. In addition, methodology for effective and productive board meetings, as well as strategies for establishing goals centered on organizational mission will be discovered. Students will focus on the integral nature of effective collaboration. Strategies for effectively working with volunteers will also be explored.

This course examines the nature of fundraising and development strategies for not-for-profit organizations. Students begin with reviewing organizational fundraising strategies and how such strategies align with organizational vision and strategic plan. Topics include strategies for annual appeals, events, websites and social media, grants, corporate support, proposal writing, major gifts, and planned gifts. Students learn to assess an organization’s readiness for fundraising, as well as develop a competency for the skills required for success in fundraising and development.

This course uses the concepts of positive psychology to focus on the development of adults as individuals and persons living in the context of organizations with a focus on the role of leadership in promoting personal maturation and learning. Working with theories of human development, this course develops a foundation for understanding and facilitating adult growth. Psychometric instrument used in this course: VIA Survey of Character Strengths.

This course is an experiential and theoretical exploration in an area of focused study regarding organizational development. Independent inquiry is directed by a member of the faculty. Students with well defined interest areas and practicum directions are encouraged to consider this mode of learning. Contact the program director for more information.

Training involves the identification of essential skills and outcomes, understanding both the systemic and human side of the enterprise, and skills in both design and delivery of learning. This course engages those topics and develops the skills essential to design and delivery of training. This course focuses on development of outcomes and competencies, identification of best-practices and benchmark efforts. Consideration is also offered to the notion of organizational learning.

Courses of particular interest to students that are developed by the faculty and delivered throughout the year. Small groups of students are encouraged to gather around particular topic areas with members of the faculty.

This two-credit course provides an opportunity for students to apply theory and learning from the MAOL program to the introduction of a collaborative change intervention in a real-life, organizational setting. By studying workplace scenarios and issues, students explore a vision for continuous improvement in the study of leadership. The Capstone process, which involves the student in conducting their own research methodology, includes a research paper and presentation. For students who entered the program prior to the 2011 academic year.

This course provides an overview of processes and techniques for conducting applied research projects and evaluating various programs and initiatives at work. The course takes a practical approach to research, prepares students to evaluate the quality of workplace research instruments and data, and builds a foundation for aligning organizational objectives to workplace data. This course also includes preparation for the Capstone requirement in the MAOL program.

This three-credit course provides an opportunity for students to apply theory and learning from the MAOL program to the introduction of a collaborative change intervention in a real-life, organizational setting. By studying workplace scenarios and issues, students explore a vision for continuous improvement in the study of leadership. The Capstone process, which involves the student in conducting their own research methodology, includes a research paper and presentation.