Organizational Assessment for the U.S. Navy

profilekarenkoulprfe
GSL690StrategicLeadershipCapstone-FA20.pdf

Page 1 of 18

The Mission of the University of Charleston is to educate each student for a life of productive work, enlightened

living, and community involvement.

GSL-690 –Strategic Leadership Capstone

General Course Information

Credit Hours: 3 Prerequisites: None

Co-requisite: None

Course Description: The capstone course emphasizes the practical application of strategic leadership concepts,

theories and practices in real organizational environments and situations. Students participate in an organizational

assessment and observe organizational leadership, strategy, customer focus, knowledge management, workforce,

operations, and results; analyze and interpret the findings; and make recommendations for future actions based on

strategic leadership theories and the research. Students will finalize their capstone with the Baldrige Self-Analysis

based on their completed Organization Profile and Criteria.

Course Materials –

Required Text: Students will continue to utilize the Baldrige Criteria for Performance Excellence and previous course materials for support as

needed.

Course Outcomes

1- Refine, refocus and reframe an organizational analysis including an overview of the issue, the purpose and

significance of the research, or the internal and external environmental context of the issue as suggested during the

implementation of the observational research project.

2- Identify and update relevant literature from curriculum materials, scholarly journals, and organizational sources as

suggested by data collected during the implementation of project methodology.

3- Implement a methodology for gathering data to be used for the capstone project that is appropriate for the issue and

setting to be studied, including the use of specific tools, research processes (position of the researcher, participants,

information gathering and analysis methods), rigor and limitations, and ethical issues.

4- Organize and present findings from research to describe the experiences of the participants, participants’ perceptions

of events, epiphanies, and general accounts which represent the new understandings developed from the research.

Page 2 of 18

5- Interpret the results generated during the research process in the context of relevant literature from curriculum

materials, scholarly journals, and organizational sources; then based on that interpretation, develop a plan of

organizational change consistent with strategic leadership.

6- Synthesize and evaluate the leadership knowledge developed during the program reflecting both content and

process.

7- Evaluate and provide feedback on observational research proposals in terms of the application of curriculum

concepts, observational research practices, and experiential knowledge.

Program Outcomes

All graduates are expected to competently:

1. Assess, develop and articulate reasoned judgments on strategic issues.

2. Design integrated strategic plans for organizations, communities, or institutions related to the graduate’s area of specialization.

3. Develop processes for sustainment of strategic capacity of organizations, communities or institutions.

4. Create processes for ensuring engagement and accountability in the implementation of strategic initiatives.

5. Synthesize learning from the program and personal experiences to create a plan for continued growth as a strategic leader in your area of specialization for organizations, communities, or institutions.

PROGRAM OUTCOME ASSESSED THROUGH

Program Outcomes 1-5 (Advanced level) GSL-690 Strategic Leadership Capstone

Page 3 of 18

Alignment of Learning Outcomes with Course Assessments

The specific outcomes of the course are presented in the following table.

Course Requirements and Grading

Criteria & Grading—

Detailed information on criteria and grading for this assignment is in the SL Learning Guide.

COURSE ACTIVITY/ EVALUATION AREA % CONTRIBUTION TO TOTAL COURSE GRADE

Guided Discussion 10

Team Discussion (Peer Review) 10

Project Paper- Organizational Assessment 60

Project Presentation 10

Reflections on Leadership 10

Total Points 100

Grades will be assigned based upon the following scale:

90%--100% A 80%--89% B 70%--79% C

OUTCOMES ASSESSED THROUGH

1. Refine, refocus and reframe an organizational analysis including an overview of the issue, the purpose and significance of the research, or the internal and external environmental context of the issue as suggested during the implementation of the observational research project.

Profile and Analysis

2. Identify and update relevant literature from curriculum materials, scholarly journals, and organizational sources as suggested by data collected during the implementation of project methodology.

Profile and Analysis

3. Implement a methodology for gathering data to be used for the Master’s Project that is appropriate for the issue and setting to be studied, including use of specific tools, research processes (position of the researcher, participants, information gathering and analysis methods), rigor and limitations, and ethical issues.

Profile and Analysis

4. Organize and present findings from research to describe the experiences of the participants, participants’ perceptions of events, epiphanies, and general accounts which represent the new understandings developed from the research.

Profile and Analysis

5. Interpret the results generated during the research process in the context of relevant literature from curriculum materials, scholarly journals, and organizational sources; then based on that interpretation, develop a plan of organizational change consistent with strategic leadership

Profile and Analysis

6. Synthesize and evaluate the Leadership knowledge developed during the program reflecting both content and process.

Reflections on Leadership

7. Evaluate and provide feedback on observational research proposals in terms of the application of curriculum concepts, observational research practices, and experiential knowledge.

Peer Feedback and Responses

Page 4 of 18

60%- 69% D 00%--59% F

Descriptions of Assignments and Assessments— Reflective Analysis Response (RAR) Dialog on RARs serves to allow students to think critically about concepts from the assigned readings and how they relate to the students’ own experiences and application to their organizations. The RARs provide the opportunity for cohort members to demonstrate the extent to which they holistically understand and can situate course material in the practice and theory of strategic leadership.

Students are expected to complete assigned readings and participate in discussions throughout the course. Participating in threaded discussions is critical to your success in this class as participation is monitored. Your discussion replaces an equivalent amount of time spent in classroom discussion for a traditional, face-to-face, on-campus class. Students will provide an initial posting to answer the question and, at a minimum, respond to at least two other student’s postings for each question. Answering a question is a direct response to the question posed and replying is a response to an answer already posted.

Weekly deadline dates by which initial and reply entries should be made are identified by each facilitator and are usually

listed on the online course calendar.

University of Charleston encourages frank and insightful dialogue in all its online courses. Diversity has many manifestations including diversity of thought, opinion, and values. We encourage all learners to be respectful of that diversity and to refrain from inappropriate commentary.

RAR grading Grading is based on the five equally weighted criteria listed below:

1. Knowledge of course material. The extent to which a cohort member accurately references or connects entry to concepts,

issues, or skills associated with the course material

2. Critical reflection of course material and discussion. The extent to which a cohort member analyzes course materials and

discussion by thinking about the elements of thought behind them (purpose, point of view, assumptions, implications and

consequences, concepts, ideas and theories, interpretation of data, facts, and experiences, or how the thought answer

questions, solve problems, and resolve issues).

3. Clarity and focus. The extent to which a cohort member articulates the central theme or idea; provides appropriate

citations and references supporting key points; does not introduce irrelevant or tangential points to the issue at hand.

4. Generative discussion. The extent to which a cohort member contributes to new thinking or builds on prior discussion;

skillfully uses dialog techniques (e.g., advocacy and inquiry); provides alternative framing or positions in such a way to

stimulate additional thinking on the topic.

5. Connection to strategic leadership. The extent to which a cohort member situates a specific scenario or issue in strategic

leadership practice and theory; demonstrates awareness of factors and issues related to strategic leadership; integrates

knowledge from other courses, additional research, or experiential learning.

REFLECTIVE ANALYSIS RESPONSES

O N

LI N

E

C O

H O

R T

• Through posts in the Discussion Room within the topic for each week’s Week.

• Participants are expected to contribute to the discussion through individual responses to RAR’s as well as respond to at least two other students’ comments.

• Weekly deadline dates by which initial and reply posts should be made are identified by your facilitator as listed on the online course calendar.

Page 5 of 18

FA C

E- 2

-F A

C E

B LE

N D

ED

C O

H O

R T

• Through posts in the Discussion Room within the topic for each week’s Week.

• Participants are expected to contribute to the discussion through individual responses to RAR’s as well as respond to at least two other students’ comments.

• Weekly deadline dates by which initial and reply posts should be made are identified by your facilitator as listed on the online course calendar.

Guided Discussion dialog serves to clarify concepts, to further explore how the concepts can be applied to organizations, and to pull together and wrap up the concepts from the week’s seminar – in short, a synthesis of your learning objectives.

Activity will be graded based on students’ contribution to dialog through comments which have the following qualities:

• Accurate description and reference of concepts from readings

• Application and experiential examples of concepts to further discussion

• Analysis or evaluation (beyond a simple agree or disagree) supported with source

• Synthesis of concepts from other course or program activities

• Unsolicited, relevant observations/ideas, contributes to cohort members’ understanding

• Well-organized, clearly presented, correctly cited

Guideline for completing Guided Discussions

O N

LI N

E

C O

H O

R T

• In the Required Course Chat room (see Course Calendar for days and times).

• Each week you are required to participate with your classmates and your facilitator in at least one cohort chat

• Facilitator chats are scheduled for one and one-half hours.

FA C

E- 2

-

FA C

E

B LE

N D

ED

C O

H O

R T

• During scheduled meetings at the cohort’s campus of off-site location.

• Each week you are required to participate with your classmates and your facilitator in at least one cohort face-2-face meeting.

Leadership Journal

Journals are to be maintained in one cumulative Word document for the full semester. Students will submit their Journal to their Facilitator each week using the Assignment tool within the eLearn course. These will provide a basis for coaching through on-going dialog to improve reflective learning skills and application of concepts. Journal entries will be evaluated based on the following qualities. The grading rubric is in the SL Learning Guide.

• includes evidence of personal relevance • explores current assumptions or beliefs or thinking • demonstrates a new understanding for the individual • explores potential changes in behaviors • adds awareness of own behavior, thinking or feelings and their effects • demonstrates synthesis of information presented

Written Assignment—Reflections on Leadership

Review the “Why Leadership” paper that you wrote during your first week of this program describing why you chose to study

Leadership and why you chose the University of Charleston’s Master of Science in Strategic Leadership as the program

through which you would pursue that study. Reflect on your ideas from that time and reflect on both the content and the

process of the program. In discussing content, refer to those authors and references that were most significant in influencing

your current knowledge and actions. In discussing the process, refer to the facilitation and cohort processes that significantly influenced the quality of your experience and the knowledge and skills gained from the program. Include specific stories or

examples of how your knowledge and actions have changed as a result of the program. Synthesize your reflections in a 5-7

Page 6 of 18

page paper which you will submit during the last week of this course through the assignment tool. Written assignments will follow the current APA guidelines.

Final Course Assignment—Organizational Assessment (Baldrige Criteria for Performance Excellence)

The capstone project is the cumulative assignment which exercises the models and tasks of strategic leadership as presented

in the MSSL program. It is designed to enhance the student’s program, career goals and professional development. The final

project is comprised of (1) the Organizational Assessment report and (2) electronic presentation.

Organizational Assessment (Baldrige Criteria and Self-Analysis worksheet)

The depth of information provided by the Baldrige assessment supports the leader’s strategic decision making daily to create

a sustainable organization with a competitive advantage.

Part 1

Students will complete the organizational assessment using the Baldrige Criteria for Performance Excellence as the

conceptual framework. Students will use their time in GSL 690 to revisit any of the Criteria that need to be addressed further

or were not addressed during previous courses. (Note: students may progress through the course at slightly different rates

based on the level of completeness entering GSL 690.) Students should attempt to answer every question. If unable to answer

a question, or if the question does not apply, indicate N/A instead of leaving the question blank or omitting the question. As

you complete the Baldrige process, your final paper will follow the Baldrige format and the questions answered in narrative

form. The student should make use of the notes that accompany each section for clarification.

Part 2

Once the student has completed the Criteria, the next step is to complete the Self-Analysis Worksheet (provided in the

eLearn course) which reflects the strengths and opportunities for improvement that emerge from each criterion.

Each student should seek to keep on pace to complete the Organizational Assessment and Self-Analysis no later than Week

13 of the course. Your facilitator will be available if additional assistance is required.

Part 3

The student will prepare a narrative summary of recommendations to the organization’s leadership based on the Self-

Analysis Worksheet.

The final written document will contain all three parts outlined above beginning with the Organizational Assessment

(Organizational Profile, Seven Categories), Self-Analysis Worksheet, and narrative summary of recommendations. The grading

criteria for the written document is located in the next section.

Presentation

Arising from this experience is the expectation that the student will develop knowledge of an appreciation for the

interrelatedness of systems (i.e., the network) of activities and functions that form the functional, structural, technical and

personal relationships of that organization and their leadership. During weeks 14-15, students will present an executive

summary of the findings from the organizational assessment along with identified strategic recommendations for

improvement. The suggested outline for the final presentation is below. The grading criteria for the written document is

located in the next section.

Page 7 of 18

Title Slide: Title of Project

Student’s Name

Name of the Organization where Profile was completed

Date

Slide #1 Describe the organization (Profile)

Slide #2 Summary of Leadership Criteria Findings

Slide #3 Summary of Strategy Criteria Findings

Slide #4 Summary of Customer Focus Findings

Slide #5 Summary of Measurement, Analysis, and Knowledge Management Findings

Slide #6 Summary of Workforce Findings

Slide #7 Summary of Operations Findings

Slide #8 Summary of Results

Slide #9 Self-Analysis Worksheet – Major Strengths and Opportunities for Improvement

Slide #10 Recommendations

Reference Slide

Presentation Guidelines:

• Presentations MUST be NO MORE than 20 minutes.

• Use bullets as much as possible.

• Use a script to stay focused and on time.

• Do not read your slides.

• Do not use Tables or Graphs that have too much information to be readable, or that do not add value to the presentation.

• Submit Notes/Script with the Presentation in the appropriate Assignment area.

Page 8 of 18

Grading

Written Report

Written reports must follow the current edition of the Publication Manual of the American Psychological Association. The

final written document will contain all three phases beginning with the Organization Assessment, Self-Analysis Worksheet,

and narrative summary of recommendations.

INTERPRETATION GRADING CRITERIA

Excellent (A)

Leadership and strategy are woven throughout the Organization

Assessment. Each of the Criteria are clearly and thoroughly addressed to

the extent that the student had access to the organization. The Self-

Analysis Worksheet is based on a thoughtful analysis of the Criteria, and

the Narrative Summary of Recommendations is an accurate reflection of

the Self-Analysis Worksheet. All elements are present, and essentially error-

free, demonstrating logical thought development and progression,

smooth transitions from one section to the next, logical organization.

Above Average

(B)

The Criteria and Self-Analysis are less complete; answers to the Criteria

questions are more simplistic with less depth. Leadership and strategy are

not as well integrated. The Assessment is written more like a report

without a more in-depth understanding of what is behind the facts and

data. There are more basic errors in technical writing and/or APA

formatting.

Average (C)

Treatment of the Criteria and Self-Analysis is superficial with little analysis.

Conclusions and recommendations are not well-supported. There’s a

lack of connection to leadership and strategy. Significant technical

writing and/or APA formatting errors.

Minimal (D)

Criteria, Self-Analysis, and Narrative Summary are incomplete, lacking

analysis. The connection to leadership and strategy is not apparent.

There is a disconnect between the Criteria and the Self-Analysis, and a

disconnect between the Self-Analysis and the Narrative Summary.

Significant technical writing and/or APA formatting errors.

Unacceptable

(F)

Any of the components (Profile, Criteria, Self-Assessment Worksheet,

Narrative Summary of Recommendations) are missing or incomplete. The

final paper demonstrates a lack of understanding of the assessment

process, and there is a significant disconnect between the components.

Failure to apply APA; unacceptable level of technical writing errors.

Page 9 of 18

Presentation

INTERPRETATION GRADING CRITERIA

Excellent (A)

The presentation demonstrates the significant integration of course

concepts and material. The relationship to the Baldrige

Organizational Assessment is clear and well-established. It includes

specific examples, theories, and support from the literature. The

presentation demonstrates careful preparation, critical thinking,

and appropriate involvement of stakeholders. Strategic

recommendations are focused, detailed, and well-grounded. The

presentation concluded during the allotted time frame.

Above Average

(B)

The presentation is not as clear or focused as an “A” presentation,

but still makes a significant contribution to the understanding of

the Criteria. The relationship to the Baldrige assessment isn’t as well

established. Strategic recommendations are defined but not fully

developed or grounded.

Average (C)

The presentation has several areas that are weak or that lack

support. The integration with course concepts is not as well

established. The use of Baldrige as a foundation for the project is

not as clear. Analysis and critical thinking are not as evident.

Strategic recommendations are lacking depth and validity.

Minimal (D)

The presentation is incomplete or unsupported. The relationship to

the Baldrige assessment is lacking. There is little integration of

course concepts.

Unacceptable

(F)

The presentation does not meet any of the criteria for the

capstone, or it is late, and/or missing significant components.

There is no integration of course material.

Class Policies

Individual preparation

Instructions and course materials that supplement your text are provided in the online course site. Files may be downloaded

to your computer and access them without having to be online. Clicking on Learning Weeks from the course menu takes you

to a page that provides links to instructions and materials for the Week’s course activities.

This is an accelerated course. Students must prepare individually by having read and evaluated the material and by being ready to contribute to discussions with your Facilitator and classmates. These class activities will emphasize evaluation, synthesis, discussion, and application of core concepts presented in the readings and assigned activities. Based upon a thorough study of the readings assigned, students are expected to develop a synthesis and evaluative understanding of the theories and concepts presented before team and cohort discussions. A description of weekly learning activities and how they will be evaluated follows.

Page 10 of 18

Attendance Policy

It is suggested students access the course several times each week to receive assignments, submit assignments, participate in discussions, and receive instructor feedback.

You are required to attend this course through active participation in the course within the first week of class to confirm your enrollment and attendance. Active participation may be fulfilled by one of the following methods:

❖ Discussion post ❖ Completion of an exam or quiz ❖ Submission of an assignment

If a student fails to engage in at least one of these activities during the first week, he or she is considered ‘non-attending’. If you do not attend the course as stated above, the Registrar’s Office will be notified and you may be dropped from the class roster.

The SL program is designed to draw on prior learning and life experiences of the cohort members. When students do not

attend or participate in course activities, they are adversely affecting not only their learning but that of their peers.

Participation is part of each course grade. Specific policies for attendance in the SL program are found in the SL Learning

Guide.

Attendance in online courses can be defined as active participation as described in the course syllabus. Weekly online class

sessions will be scheduled via WebEx, an online web conferencing tool. WebEx will automatically install on the student’s

computer during the first session. This process takes a few minutes so students must plan to join the first meeting early to

allow time for the installation process. WebEx may be accessed from any computer with an internet connection, and most

smartphones and tablets.

It is suggested that students access the course on eLearn several times each week to receive assignments, submit

assignments, participate in discussions, and receive instructor feedback. Online class sessions provide an opportunity for the

instructor to reinforce concepts and explain assignments. Students are allowed to ask questions and obtain clarification.

Students should complete chapter readings and assignments before the sessions and be prepared to answer questions and

lead discussions.

Syllabus policy

The Leadership and Professional Development component of the Graduate School of Business and Leadership reserves the right to change this syllabus at any time. Clear notification will be posted in the eLearn course for any modifications.

Non-participation in the class –

It is your responsibility to communicate with your instructor if any circumstance arises that may cause you to miss a class. Your instructor will work with you to provide options to make up any missed work. Failure to contact your instructor is the equivalent of failure to attend. If you are unable to participate in class for more than a week, you must notify your instructor. If you are unable to participate for more than two weeks, it is your responsibility to communicate with your instructor and devise an action plan for completion. If an action plan is not able to be reached, you may need to officially withdraw from the class. If you fail to withdraw before the withdrawal deadline, the instructor will notify the SSC, who will try to contact you; if they are unsuccessful you will receive a WF for this course.

Drop from a course –

You must initiate an Add/Drop form to be dropped from this course. All add/drop forms must be received on or before the last

day to drop. The last day to drop can be found in the academic calendar. Add/drop forms are available from your program

coordinator. Not meeting the attendance requirements described above may cause you to be administratively dropped from the

course.

Withdrawal from course –

You must initiate a Withdrawal Permit to withdraw from this course on or before the published deadline. The last day to

Page 11 of 18

withdraw can be found in the academic calendar. All withdrawal permits must be received on or before the last day to withdraw. Students will receive a "W" on their academic transcript. Students who withdrawal after the published day will receive a WF (withdraw failing) unless it is approved medically.

Failure to begin attending or ceasing to attend does not constitute official notice of withdrawal. Students who do not officially withdraw from class(es) are required to pay all charges to their accounts.

Timeliness of interaction and assignments (Late work) –

It is suggested that students access the course on eLearn several times each week for each course to participate in learning

activities, respond to discussions, and submit assignments. It is important to follow the instructions in this syllabus reference

assignment deadlines. Assignment due dates are designated to ensure appropriate progression in the learning process.

Therefore, any assignment, including your response in discussions, must be posted by the due date to receive full credits for

work.

It is your responsibility to communicate with your instructor if any circumstance arises that may cause you to miss a deadline.

Failure to contact your instructor is the equivalent of failure to attend. Failure to contact your instructor or failure to submit

any type of assignment after two weeks will be considered excessive absence. Your instructor will work with you to help

provide options to make up any missed work or WebEx sessions.

Student expectations and accountability –

All students are responsible for knowing and following the University of Charleston’s student expectations and accountability,

which describes the University’s rules and regulations for academic and personal conduct. It also describes the process

through which students are charged with violations, the disciplinary sanctions that may be imposed for violations, and the

appeals process. The Student Code of Conduct is available in the Student Handbook and on the University of Charleston

website.

Communication –

Students are encouraged to call or email faculty members, but abusive e-mail or phone calls to the faculty, staff, or

administration may lead to disciplinary action. Professional form is required in all communications. Students should utilize the

messaging system in eLearn and must check their University of Charleston issued email address regularly.

Computer Requirements eLearn is a web-based service. Students should have a reliable internet connection, preferably high-speed to accommodate streaming media and large file downloads.

Students may choose their internet browser. Browsers and operating systems should be up-to-date, with all the most recent patches installed. The minimum browser requirements include:

❖ Firefox 4

❖ Safari 5

❖ Chrome 11

❖ Opera 9

❖ Internet Explorer 8 (although IE 10 is required to use the drag and drop feature for uploading files)

It is recommended that students have at least two browsers available to use, in case there are problems with one. Mozilla Firefox appears to work the best with eLearn consistently.

Students will be required to download files and should have the following programs installed on their computers:

❖ Adobe Flash

❖ Adobe Reader (or another software that can open pdf documents)

❖ Microsoft Office (or a compatible software such as OpenOffice)

Some courses may require the use of additional software or specific hardware requirements. This information will be included in the course site and under course materials in the syllabus.

Page 12 of 18

Inclement Weather Policy/Connectivity Policy

Since this course is conducted "virtually," UC may experience server problems, a loss of power, or a loss of Internet service. In the event of situations that may prevent all students in this class from accessing the material online, deadlines will be adjusted. If a student has problems with their computer or Internet Service Provider, the student must contact the instructor as soon as possible regarding the difficulty.

Online Homework Help

All UC students now have access to the Smarthinking online tutoring tool. A link to this resource is on the Academic Success

Center webpage at http://www.ucwv.edu/ASC/Smarthinking/ .

Smarthinking has single sign-on within the UC portal. Students can get to the resource by clicking on the link in the UC portal

or by going to the web link listed above.

Tutoring through Smarthinking is provided in the following ways:

❖ Connect with an e-structor now! is used when you want tutoring right away.

❖ Submit your writing is used to send the draft of an essay or paper for an e-structor review.

❖ Schedule a personal session is used when you want to make an appointment for future tutoring.

❖ Submit a question is used when you have decided to wait for a delayed response, rather than take time for a live session.

❖ Academic resources are used when you want to look for answers to your questions before engaging a tutor.

Library Resources

The UC library provides electronic access to several online resources through its website at

http://library.ucwv.edu/databases.

To call the Schoenbaum Library in Charleston, dial 304-457-4780.

To e-mail questions, send an e-mail to [email protected]

To access the electronic resources, you must have a UC user name and barcode.

Contact [email protected] for more information.

Citation Style—APA The SL program requires use of the style as presented in The Publication Manual of the American Psychological Association,

6th edition. For assistance with APA style there is a tab which is a direct link to Purdue University’s Online Writing Lab on the

eLearn landing page.

Course Policies/Student Rights and Responsibilities

Academic Conduct

For a community of learners to thrive, all members must engage in the educational process with honesty and integrity. The University of Charleston community holds firmly to the belief that all members of the community are responsible for promoting and protecting academic integrity. Cheating, plagiarism, fabrication, or facilitating academic dishonesty will not be tolerated. Please see the Academic Catalog on the UC website for additional information.

Faculty may submit any assignment including discussion posts and papers to Turnitin.com, a web-based plagiarism detection software, for comparison to web pages, papers, and publications.

The University of Charleston believes that students learn and develop greater knowledge of academic integrity as part of our educational process. The Academic Integrity process is designed to facilitate a student’s development of this understanding while requiring accountability for violation of this policy. Please see the Academic Catalog on the UC website for additional information on the academic dishonesty levels, procedure, and appeal process.

Policy for Students with Disabilities

It is the policy of the University of Charleston to provide reasonable accommodations for qualified individuals with

documented disabilities. This college will adhere to all applicable federal, state, and local laws, regulations, and guidelines for

Page 13 of 18

providing reasonable accommodations as regards to affording equal educational opportunity. It is the student's responsibility

to contact the disability coordinator and provide current documentation from appropriate credentialed persons. The

disability coordinator will assist students and faculty in arranging appropriate accommodations. This is following Section 504

of the Rehabilitation Act and the Americans with Disabilities Act.

Disability and Accessibility Coordinator Contact Information: Academic Success Center; 302 Schoenbaum Library, Clay Tower

Bldg. ([email protected]); (304)357-4776

Title IX Statement

The University of Charleston and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any form of sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the University. If you speak with a faculty member about an incident of sexual misconduct, that faculty member must notify UC’s Title IX coordinator, Virginia Moore (GSU 309, [email protected], 304-357-4987) and share the information with her. The Title IX coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off- campus.

If you wish to speak with a confidential source, you may contact the University Counseling Center at [email protected] or 304-941-1599, the Campus Pastor at 304-357-4873, or REACH at 304-340-3676 or 1-800-656- HOPE. To view UC’s sexual misconduct policy and for resources, please visit the following web address: http://www.ucwv.edu/UC-Life/Student-Resources/Title-IX/.

Page 14 of 18

Assignment Summary

Reference/Assignments Weeks 1 – 5 Introduction to the

Baldrige Framework

Weeks 6-7 Completing the

Organization Profile

Weeks 8-13 Conducting the Assessment and

Analyzing the Data

Weeks 14-15 Communicating and Reporting Findings –

Project Presentations

Baldrige Criteria for Performance Excellence Framework (review only as needed)

Baldrige Excellence Framework (as needed) Self-Analysis Worksheet (eLearn)

Overview and Structure

Organization Profile Criteria

Criteria on Leadership,

Strategy, Customers, Workforce, Operations, Knowledge

Management, and Results

TEAM ACTIVITIES

There are not any team meetings specific to GSL 690 unless assigned by the Instructor. Individual student/instructor meetings may be scheduled as needed. .

WRITTEN ASSIGNMENTS

Week 1: Submit working copy

Week 5: Complete Organization Profile

Leadership Journal

#1

Complete Organizational

Assessment using the Baldrige Criteria

and Self-Analysis Worksheet

Leadership Journal #2

Presentations

Reflections on Leadership paper

Page 15 of 18

Weeks 1 - 5: Baldrige Framework

Reference Assignment

Baldrige Excellence Framework Week 1: Submit working copy

Collaborate Session Cohort meetings: Week 1, 3, and 5

Week Activities:

Assignment:

Week 1 Submit a working copy of your Organizational Assessment data collected so far. This does not need to be a formal

document. The intent is to provide your facilitator with content to review for initial guidance/feedback.

Weeks 2-5 Students revisit any of the criteria that need to be addressed further or were not addressed during previous

courses. It’s important to note that students may progress through the course at slightly different rates based on the level of

completeness entering GSL 690.

Week 5 Submit a completed copy of your Organization Profile. It needs to be in APA format, with a Title Page, Organizational

profile, Consent Form, and Reference Page.

Each student should seek to keep on pace to complete the Organizational Assessment and Self-Analysis by no later than Week

13 of the course. Your facilitator will be available if additional assistance is required.

Page 16 of 18

Weeks 6-7: Completing the Organization Profile

Reference Assignment

Baldrige Excellence Framework Organization Profile

eLearn Leadership Journal

Collaborate Session Cohort meetings: Week 7

Week Activities:

During weeks 6 and 7 of this course, students can schedule individual meetings with their Facilitator to review progress on

projects and discuss methods for analyzing and interpreting data.

Throughout this course, students may progress at slightly different rates, based on the nature of their Organizational Assessment. Each student should seek to keep pace to complete the Profile by no later than Week 7 of this course.

Leadership Journal: Reflect on the information and interactions you have encountered while working on your Organizational

Assessment. What new understanding have you learned about your organization of choice?

Page 17 of 18

Weeks 8-13: Conducting the Assessment and Analyzing the Data

Reference Assignment

Baldrige Excellence Framework Criteria and Self-Analysis Worksheet

Collaborate Session Cohort meeting: Week 9 and 11

eLearn Organizational Assessment (Complete)

Week Activities:

The Week 9 and 11 cohort meeting times will be to review progress on projects and discuss methods for analyzing and interpreting data.

During weeks 8-11, students can schedule individual meetings with their Facilitator to review progress on projects and discuss methods for analyzing and interpreting data.

Written Assignment: Submit your Organizational Assessment including the Profile, Criteria, Self-Analysis Worksheet, Narrative

Summary of your recommendations in one cumulative document.

Throughout this course, students may progress at slightly different rates, based on the nature of their Organizational Assessment. Each student should seek to keep on pace to complete the Assessment and Self-Analysis Worksheet no later than Week 13. Your facilitator will be available if additional assistance is needed.

Page 18 of 18

Weeks 14-15: Communicating and Reporting Findings – Project Presentations

Reference Assignment

Baldrige Excellence Framework

Self-Analysis Worksheet

eLearn Leadership Journal

eLearn PowerPoint presentation

eLearn Reflections on Leadership

Collaborate - Presentations Week 14 & 15

Week Activities:

Depending on cohort size, weeks 14-15 will be used for final presentations. During the week of your scheduled presentation

(before your presentation), upload your presentation (in pdf form) to Collaborate. If you are not presenting this week, the

expectation is that you will attend and participate in dialog on project presentations to support your cohort members.

Leadership Journal: Reflect on the data collected during your organizational assessment. What potential changes in behaviors

have you identified to support strategic success for the organization of choice?

Written Assignment: Submit your Reflections on Leadership paper through Assignments.

Presentation: Submit your electronic presentation of the executive summary of the organizational assessment and strategic

recommendations with notes (on slides or as separate document) through Assignments.