Organizational Change

About this class

COIL Assignment – Organizational/Institutional Change

Developed by: Dr. Katja K. Hericks & Dr. Linda Rae Markert – Spring 2015

In their discussion of “global learning,” the Association of American Colleges & Universities (AAC&U) asserts the following:
Effective and transformative global learning offers university students meaningful opportunities to analyze and explore complex global challenges, and collaborate respectfully with diverse others . . . . it is based on the principle that the world is a collection of interdependent yet inequitable systems, and that higher education has a vital role in expanding knowledge of human and natural systems, privilege and stratification, and sustainability and development to foster individuals’ ability to advance equity and social justice at home and abroad.  (2014, http://www.aacu.org/value/index.cfm)

 

  • This assignment will provide teams of SUNY Oswego leadership candidates to partner with Universität Potsdam sociology graduate students to have a series of discussions related to how changes in social institutions (e.g., education, business, religion) propel the need or demand for change in organizations (e.g., schools, companies, places of worship). In many cases, persons resist change for reasons that are not easy to explain or articulate; they may resort to satire in the form of political cartoons or humorous caricatures; they may also become slanderous through more harshly spoken hate speech, or demonstrate negative feelings through bullying, mobbing and harassment. (See “A” below)
  • The process of performance measurement varies from one organization, agency or institution to the next. The methods chosen to evaluate workers are very different as we move from one sector of the economy to another. Farm workers (primary sector) are evaluated based on their crop yield within a given time period. Laborers in manufacturing firms (secondary sector) are given positive reviews if the measured quality indicators of their work is high (tolerances are given) and their productivity meets expected targets. The evaluation of work performed by those in the service industry (tertiary sector) is seemingly more qualitative since employees produce “intangible goods” as opposed to end products. (See “B” below)
  • Legislative policy may be in place to enforce gender equity, but organizational practices suggest this is still a significant social dilemma in both the United States and Germany. Similarly, laws governing parental leave are quite different for working men and women in Germany (Elternzeit) when compared to legislation in the United States (Family & Medical Leave Act). (See “C” below)
  • Lifelong learning is valued in both nations. For Germany the European Employment Strategy (EES) provides orientation on this issue. The European countries are supposed to implement the EES into national policies, soft laws and/or legislation. Lifelong learning is considered as a vital part for providing employability in the EES. Both are targets to ensure that European citizens are ready to face the future work world, which is expected to change faster socially and technologically, and jobs are supposed to be less stable, thus employees have to change their employment more often. The educational systems shall change to provide opportunities for lifelong learning within the European Union. In the United States, lifelong learning is viewed through many lenses including: extended learning, continuing education, 21st century skills, college and career readiness standards, and online opportunities for certificates.  (See “D” below)


Instructions:

 

  1. Drs. Hericks and Markert will assign students to teams shortly after the Potsdam class is underway on April 13th. Dr. Markert will meet the Potsdam students via Skype on Apri 13th and Dr. Hericks will meet the Oswego students via Skype on April 15th.
  2. Each team will be assigned to study one of the four general areas on inquiry discussed above: bullying/mobbing; performance evaluation; gender equality & employee rights; and lifelong learning.
  3. Teams will share discussion online, and via other connections as deemed desirable by team members. An ANGEL site will be set up for the COIL assignment.
  4. The ultimate objective of this assignment, beyond giving all students opportunities to develop a deeper understanding of these topics through varying cultural perspectives, will be for each team to create a BLOG for public view and comment. For Oswego, the due date for the BLOG to be viewable is May 13, 2015.  
  5. These questions should guide your research, discussions and blog postings:
  1. Describe the subject and organizational setting(s) being analyzed. How did or does this subject intrude into or influence the organization(s)? How do persons in the organization(s) process the subject?
  2. Describe binational differences. How do issues related to this subject differ between the United States and Germany? How can these differences be examined and explained (e.g., social structures, social differentiation, legislative constraints, the structure of legislation in the two countries)? How do these explanations affect the scope and/or sustainability of the organizational change?
  3. Describe the change(s). What is it exactly that is changing? How and through which forces are the changes being propelled? What is it that needs to be changed? How can deliberate change(s) be triggered by leaders?


A. HOW ARE ACTS OF BULLYING, MOBBING AND HARASSMENT DEALT WITH INSIDE ORGANIZATIONS?

10 February 2015 -- NPR All Things Considered

The French Debate: Free Speech vs. Hate Speech

http://www.npr.org/blogs/parallels/2015/02/10/384959376/the-french-debat...

28 February 2015 -- NPR – Weekend Edition – Saturday

A German Muslim asks his Compatriots: “What do you want to know?”

http://www.npr.org/blogs/parallels/2015/02/27/389521933/a-german-muslim-...

05 March 2015 -- NPR All Things Considered

Kurdish-German Journalist Makes Light of Hate Mail in Spoken Word Act



B.  HOW IS THE PROCESS OF EVALUATION AND PERFORMANCE MEASUREMENT HANDLED WITHIN TERTIARY SECTOR ORGANIZATIONS (SERVICE INDUSTRY INCLUDING EDUCATION)?

21 January 2015 -- Cuomo’s Education Agenda Sets Battle Lines with Teachers’ Unions

http://www.nytimes.com/2015/01/21/nyregion/cuomos-education-agenda-sets-...

24 February 2015 – Cardboard Cuomo

Burnt Hills-Ballston Lake Teachers Association (BHBLTA)

http://www.bhblta.com/cardboard-cuomo/

2005 – 1st National Report – Germany:  A description of responsibilities, structures and developments in

the field of teacher and trainer evaluation

http://r.search.yahoo.com/_ylt=A0LEVoCcvAVVdCUAsngnnIlQ;_ylu=X3oDMTEzM2p...1426468124/RO=10/RU=http%3a%2f%2funivation.org%2fdownload%2fNational_Report_Germany.pdf/RK=0/RS=L8ffq2dm5RW_.VPv2SEOo7o6



C.  HOW DO POLICIES REGARDING GENDER EQUITY AND PARENTAL LEAVE INFLUENCE CHANGE IN ORGANIZATIONS?

OECD warns of gender pay gap in Germany

http://www.dw.de/oecd-warns-of-gender-pay-gap-in-germany/a-15791715

Gender Inequality in the workplace as a social problem

https://www.youtube.com/watch?v=cXi_g9O-ki0



D. IN HOW FAR DOES THE CLAIM FOR LIFELONG LEARNING REQUIRE CHANGE IN EDUCATIONAL ORGANIZATIONS?

OECD (Ed.) (1996). Lifelong Learning for All. Paris: OECD Publishing

http://www.oecd.org/edu/innovation-education/theroleofnationalqualificat...

http://www.oecd.org/edu/skills-beyond-school/

2009 – European Union Employment Strategy (EES)

http://www.eubusiness.com/topics/employment/homepage/strategy

EU Agency for Education (EACEA) Lifelong Learning Programme

http://eacea.ec.europa.eu/llp/index_en.php

2011 – Lifelong learning in the United States: A focus on innovation & efficiency for the 21st century

http://webcache.googleusercontent.com/search?q=cache:Ggiv2SdD_kEJ:www.ca...

Common Core State Standards Initiative (College & Career Readiness)

http://www.corestandards.org/about-the-standards/development-process/

https://www2.ed.gov/policy/elsec/leg/blueprint/faq/college-career.pdf.

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