ORGL-500: Organizational Leadership. 

 

Competencies Expected:

Evidence of student mastery of course competencies invited me to identify 1) strategies for learning through dialogue with others and effectively interact with others who express different viewpoints 2) strategies for describing dysfunctional leadership and organizational thinking and behavior and becoming aware of bias and prejudice in interpreting situations 3) strategies for understanding problems and creating solutions in organizations using multiple frameworks and integrative vision through exploring different frameworks of leadership and can analyze strengths and limitations integrating it as a leadership perspective 4) strategies for reflecting on my experience within organizations, interpreting it within the context of the course and developing a plan of personal leadership development for the future through understanding others leadership approaches; analyzing strengths and weaknesses of my own leadership approach while describing a leadership approach that deals with the limitations of previous approaches 5) strategies for thinking creatively about the future of organizational leadership through an openness to third-order thinking about leadership. 

Competencies Achieved:

Who am I?  What drew me to the pursuit of my Master of Arts in Organizational Leadership with a Concentration in Servant-Leadership degree?  This introductory course in Organizational Leadership began a journey starting with the most powerful leadership construct in the program.  As leaders we often feel like we need to have the right answer.  In the, “banking system of education, knowledge is a gift bestowed upon those who consider themselves knowledgeable upon those whom they consider to know nothing” (Freire, 1970).  As an emerging leader I always needed the first and the last word.  I needed to fill the void when I lacked skillful knowledge.  Paulo Freire introduces the problem-posing construct where students, “are now critical co-investigators in dialogue with the teacher.  The teacher presents the material to the students for their consideration, and re-considers her earlier considerations as the students express their own.  The role of the problem-posing educator is to create; together with the students, the conditions under which knowledge” originates (Freire, 1970).  This singular concept transformed my understanding of leadership, eagerly engaging me in a three and a half year journey of exploration and transformation. 

Competencies Applied:

 Towards the end of my program I presented at the Preemie Parent Alliance Summit in Dallas, Texas titled: Servant-Leadership: Recognizing and Revolutionizing Your Leadership Paradigm.  While engaging in dialogue with participants, one executive director stated her motivation for developing her leadership style is rooted in what she doesn’t want to be.  This executive director outlined characteristics of previous managers closely aligned to that of a Transactional Leader (demanding, difficult to work for, unethical).  This initial course in my graduate program invited me to consider characteristics of dysfunctional leadership clearly outlined by this participant.  Or, another way of putting it: who she doesn’t want to be.  I invited this participant to consider exploring who she wants to become.  Identify characteristics of admirable leaders and define one’s own leadership philosophy. 

 

Artifact Inclusion:  


References


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Eliot, T. S. (1964). Murder in the cathedral. New York: Harcourt, Brace & World.

Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.

Kouzes, J. M., & Posner, B. Z. (2008). The leadership challenge. San Francisco, CA: Jossey-Bass.

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Wheatley, M. J. (2006). Leadership and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Koehler.

Yukl, G. A. (2009). Leadership in organizations. Englewood Cliffs, NJ: Paramus: Prentice-Hall.