Fall 2009
EAD 802 Building A Learning Organization
This was definitely one of my favorite courses in the HALE Program. I enjoyed the material and the instructional methods used in the content delivery. Each class session consisted of a combination of active learning activities and lectures. Also, this was one of the few courses that enrolled several students from other departments. Therefore, I had the opportunity to learn from and with students in tourism, communications, and labor and industrial relations. The variety of viewpoints created a stimulating learning environment.
After spending the last four years working for non-profit organizations, I anticipated learning how to foster more organizational development principles in the day-to day work of such organizations. Hence, my final project was a set of recommendations on how to help a previous employer implement learning organizations principles. Small non-profit organizations really suffer when a staff member leaves the organization because that person takes organizational knowledge and relationships with them. Studying models for knowledge sharing (KS) and knowledge management (KM ) reiterated the need to create organizational infrastructure to preserve tacit knowledge and skills.
The Five Disciplines of Learning Organizations, systems thinking, personal mastery, mental models, shared vision, and team learning provide growth aspirations to organizations. While all of the disciplines are important, systems thinking and mental models provide the most utility in my work as a facilitator and leadership development trainer. Broad-based analysis is a tool for members in any organization to realize the inter-connectedness of work. A systems thinking approach alleviates the blame from individuals and assumptions of poor job performance to place issues in context of operational systems. Implementing systems thinking policies in organizations could revolutionize the process of working.
Mental models is less theoretical and has applicability that supersedes organizational development. The discipline highlights the need to understand another person’s perspective. This concept is critical to appreciating the experience of members in the organization.
I am excited to resume my work in facilitation and group development. After taking this course, I feel that I have something special to offer clients. During my facilitation work before graduate school, I was confident in my ability to craft effective questions. Now, I will be equally proud to use the Five Disciplines in my work to enable groups to understand each other and see the big picture.
Featured Work: The first two documents relate to various aspects of knowledge management from international perspectives. The second body of work is a intervention plan to implement learning organizations principled activities in a small non-profit organization. I conducted a needs assessment survey in the process of developing the proposed plan.
This was definitely one of my favorite courses in the HALE Program. I enjoyed the material and the instructional methods used in the content delivery. Each class session consisted of a combination of active learning activities and lectures. Also, this was one of the few courses that enrolled several students from other departments. Therefore, I had the opportunity to learn from and with students in tourism, communications, and labor and industrial relations. The variety of viewpoints created a stimulating learning environment.
After spending the last four years working for non-profit organizations, I anticipated learning how to foster more organizational development principles in the day-to day work of such organizations. Hence, my final project was a set of recommendations on how to help a previous employer implement learning organizations principles. Small non-profit organizations really suffer when a staff member leaves the organization because that person takes organizational knowledge and relationships with them. Studying models for knowledge sharing (KS) and knowledge management (KM ) reiterated the need to create organizational infrastructure to preserve tacit knowledge and skills.
The Five Disciplines of Learning Organizations, systems thinking, personal mastery, mental models, shared vision, and team learning provide growth aspirations to organizations. While all of the disciplines are important, systems thinking and mental models provide the most utility in my work as a facilitator and leadership development trainer. Broad-based analysis is a tool for members in any organization to realize the inter-connectedness of work. A systems thinking approach alleviates the blame from individuals and assumptions of poor job performance to place issues in context of operational systems. Implementing systems thinking policies in organizations could revolutionize the process of working.
Mental models is less theoretical and has applicability that supersedes organizational development. The discipline highlights the need to understand another person’s perspective. This concept is critical to appreciating the experience of members in the organization.
I am excited to resume my work in facilitation and group development. After taking this course, I feel that I have something special to offer clients. During my facilitation work before graduate school, I was confident in my ability to craft effective questions. Now, I will be equally proud to use the Five Disciplines in my work to enable groups to understand each other and see the big picture.
Featured Work: The first two documents relate to various aspects of knowledge management from international perspectives. The second body of work is a intervention plan to implement learning organizations principled activities in a small non-profit organization. I conducted a needs assessment survey in the process of developing the proposed plan.
Malaysia.pdf | |
File Size: | 101 kb |
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Article Review.pdf | |
File Size: | 100 kb |
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Building A Learning Organization Through Weekly Staff Meetings.pdf | |
File Size: | 168 kb |
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EAD 882 Higher Education Policy
During my undergraduate studies, I participated in two summer policy analyze research programs. I took this course to brush up on some of those skills I gained years ago. The development and implementation of national policies, such as Pell Grants and other form of national financial aid really intrigue me. This line of inquiry really made me excited to take EAD 882 Higher Education Policy.
In retrospect, I do not think I fulfilled this learning goal. The course emphasized international policy issues mostly from a historical European perspective, which did not satisfy my needs. However, the international content did enable me to consider controversial issues in higher education from a different context. For instance, my final paper explored the commonalities and differences in America’s Affirmative Action policy and India’s Reservation System.
Whenever I research a topic, I like to make personal connections to the issue. A friend’s mother is an Indian professor with unyielding beliefs on the subject who provided me with stories regarding reservation policy. While pondering over the literature on the bus, I also met a young Indian lady that gave me an alternate perspective on the subject. She informed me that sometimes politicians sell university seats under the auspice of reservation policy. Her conversation nearly altered the course of my thought patterns because she told me about the prior education history of many of the recipients of reservation policy. Many of the Dalits, the oppressed, do not participate in formal education prior to becoming eligible for admission to higher education. Therefore, some are woefully unprepared for the academic rigor and drop-out. Not participating in the academic pipeline earlier causes some to exit the university within a relatively short time of entering. My research never alluded to the educational background of reservation policy recipients. This conversation revealed the social and cultural implications of reservation policy, which made me rethink my stance. More importantly, I enjoy the process of my research taking a life of its own. It makes me feel like I was meant to study a particular topic at a given time.
Similar to the United States, academic secondary preparation is critical to improving minority access and participation in higher education. More preparation at this level improves the likelihood that these students will successfully matriculate through higher education. Becoming prepared for higher education is not limited to academic training, it should also include developing social capital and understanding how to maneuver through the higher education system.
I walked away from this course with more knowledge about international models of financial aid and policies to make higher education affordable. While all of the models of affordability will not align with the American higher education systems, creative financial aid policies are being implemented in Europe that could also benefit American students.
Featured Work: The Student Loan document is a comparison analysis between direct and federal loans.
Shared Governance in Africa is a exploration of different interpretation of equitable governance between two African universities. Affirmative Action In a Domestic and Global Context is a comparison and contrast between affirmative action and reservation policy.
During my undergraduate studies, I participated in two summer policy analyze research programs. I took this course to brush up on some of those skills I gained years ago. The development and implementation of national policies, such as Pell Grants and other form of national financial aid really intrigue me. This line of inquiry really made me excited to take EAD 882 Higher Education Policy.
In retrospect, I do not think I fulfilled this learning goal. The course emphasized international policy issues mostly from a historical European perspective, which did not satisfy my needs. However, the international content did enable me to consider controversial issues in higher education from a different context. For instance, my final paper explored the commonalities and differences in America’s Affirmative Action policy and India’s Reservation System.
Whenever I research a topic, I like to make personal connections to the issue. A friend’s mother is an Indian professor with unyielding beliefs on the subject who provided me with stories regarding reservation policy. While pondering over the literature on the bus, I also met a young Indian lady that gave me an alternate perspective on the subject. She informed me that sometimes politicians sell university seats under the auspice of reservation policy. Her conversation nearly altered the course of my thought patterns because she told me about the prior education history of many of the recipients of reservation policy. Many of the Dalits, the oppressed, do not participate in formal education prior to becoming eligible for admission to higher education. Therefore, some are woefully unprepared for the academic rigor and drop-out. Not participating in the academic pipeline earlier causes some to exit the university within a relatively short time of entering. My research never alluded to the educational background of reservation policy recipients. This conversation revealed the social and cultural implications of reservation policy, which made me rethink my stance. More importantly, I enjoy the process of my research taking a life of its own. It makes me feel like I was meant to study a particular topic at a given time.
Similar to the United States, academic secondary preparation is critical to improving minority access and participation in higher education. More preparation at this level improves the likelihood that these students will successfully matriculate through higher education. Becoming prepared for higher education is not limited to academic training, it should also include developing social capital and understanding how to maneuver through the higher education system.
I walked away from this course with more knowledge about international models of financial aid and policies to make higher education affordable. While all of the models of affordability will not align with the American higher education systems, creative financial aid policies are being implemented in Europe that could also benefit American students.
Featured Work: The Student Loan document is a comparison analysis between direct and federal loans.
Shared Governance in Africa is a exploration of different interpretation of equitable governance between two African universities. Affirmative Action In a Domestic and Global Context is a comparison and contrast between affirmative action and reservation policy.
Student Loan.pdf | |
File Size: | 93 kb |
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Shared Governance In Africa.pdf | |
File Size: | 85 kb |
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Affirmative Action In a Domestic and International Context.pdf | |
File Size: | 133 kb |
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