I need help in writing a Case Study on Planning Organizational Change Using the Four-Step Change Process.
Who Can Help? I have attached the the full details of the Case on Riverbend City Med Ctr, Employees interviews and discussions, rubric, how the paper should be set up, and paper template. It is 5-7 pages with 6 references
CASE STUDY: RIVERBEND
Preparation
Review the following case, which focuses on the experience of Riverbend City Medical Center, an organization facing a cultural conflict. You can supplement your experience by reading the transcript.
Planning Organizational Change Using the Four-StepChange Process. BELOW CONVERSATIONS
Instructions
Write an analysis of the Riverbend case study, Planning Organizational Change Using the Four-Step Change Process. Include the following components:
Welcome to Riverbend City
Ongoing communication problems between the Hmong community and Riverbend City Medical Center (RCMC) were punctuated painfully during the train derailmentespecially through the altercation with the Vang family. An embarrassing article about the altercation in the Free Press prompts hospital CEO Eugene Pittman to investigate a successful Merced, California program. In Merced, the medical community has been teaching principles of Western medicine to Hmong shamans (traditional spiritual healers). The shamans act as a bridge between medical professionals and the Hmong community. When consulting with Hmong patients, the shamans instruct the patients in Western medicine and also perform traditional rituals.
Instructions
It is important for nurses to consider the cultural norms and needs of the people they serve. It also sometimes becomes necessary to “think outside the box” and consider ideas that may seem unorthodox. As you read about the strategies being considered by RCMC leadership, consider the degree to which you feel the program will be effective. What steps should the hospital take to maximize the effectiveness of this program?
RIVERBEND CITY MEDICAL CENTER
CEO’s Office
Eugene Pittman invites Beatriz Garcia-Chavez, CNO, and Shannon Moe, Nurse Training Manager, to discuss the proposed Hmong shaman training program.
CONVERSation #1
Eugene explains his idea to improve understanding between his staff and the Hmong community.
01:20
HIDE TRANSCRIPT
EUGENE PITTMAN: This disaster really brought to light how poor our relationship is the Hmong community. It is a situation that must change.
BEATRIZ GARCIA-CHAVEZ: The nurses are frustrated too, Eugene. Everyone was very upset when that Free Press article came out last week. We felt like we did everything we could during the disaster to accommodate the diverse needs of our patients-especially considering how short staffed we were. But that article made us look like we weren’t even trying.
EUGENE PITTMAN: I know that’s not the case, Beatriz. [Sighs] But yes, that article needs to be a wakeup call for the hospital. Clearly we’re not meeting the needs of our Hmong patients, and we need to try something new.
SHANNON MOE: I’m so glad you brought the Merced shaman liaison program to our attention, Eugene. It looks promising. I’m wondering what we would need to do to make the program work here?
EUGENE PITTMAN: I don’t know, Shannon. That’s what I want you and Beatriz to help me figure out. What I do know is that this hospital failed to communicate properly with the Hmong population during a crisis, and now the press is at our throats. We have to do something, and the Merced program has seen a lot of success
BEATRIZ GARCIA-CHAVEZ: The Merced program is pretty unorthodox. Are you comfortable with that?
EUGENE PITTMAN: Laughs] Not entirely! You know I tend to be conservative when it comes to experiments like this. But in this case, we may just need to think outside the box.
Conversation #2
Beatriz brings up concerns about the proposed Hmong shaman program.
01:20
HIDE TRANSCRIPT
BEATRIZ GARCIA-CHAVEZ: I’m definitely intrigued by the idea a Hmong shaman program, and so are the nurses. But I have to say that the nurses do have some concerns.
EUGENE PITTMAN: What are their concerns, Beatriz?
BEATRIZ GARCIA-CHAVEZ: Well, everyone seems fine with the idea of training shamans about germ theory and other Western medicine concepts. It’s been a struggle to get some of our older Hmong patients to agree to the most basic procedures, like getting their blood drawn. So we’d all like to learn more about how shamans can act as liaisons. However, the nurses are concerned about letting the shamans perform rituals in the hospital.
SHANNON MOE: Rituals? What kinds of rituals?
BEATRIZ GARCIA-CHAVEZ: To tell you the truth, I don’t know what’s accurate and what’s hearsay. I’ve heard that shamans do everything from burning incense to letting hens walk on their patients’ chests.
SHANNON MOE: Eww! Why would they do that?
EUGENE PITTMAN: This is clearly something we need to investigate. My limited understanding of the Merced program is that the shamans do perform some rituals as part of the spiritual counseling of patients. We would certainly need to investigate what these rituals are, and whether there are some rituals that aren’t appropriate at this hospital.
BEATRIZ GARCIA-CHAVEZ: The nurses would really appreciate that information.
EUGENE PITTMAN: Beatriz, I’d like to hear more about the nurses’ concerns. I’d also like to hear about their experiences working with the Hmong community. Let’s organize some focus group sessions with our nurses.
RIVERBEND CITY MEDICAL CENTER
Hospital Meeting Room
Beatriz Garcia-Chavez interviews RCMC nurses about the proposed shaman training program and about their experiences with Hmong patients.
Conversation #3
Beatriz turns to the nurse managers for their thoughts.
01:33
HIDE TRANSCRIPT
BEATRIZ: I’d like to hear more about your experiences working with the Hmong community.
RACHAEL: Well, usually things go just fine. It’s not like we see the Hmong people as problem patients. But sometimes there are conflicts, especially with older patients who haven’t been in this country for long. And I’ve noticed there are conflicts sometimes when we have to do surgery.
BEATRIZ: Can you give an example?
RACHAEL: Welljust last month, we had a young Hmong woman in here that needed a kidney. One became available, and she had to go against the wishes of her family members to get it. There was this gathering of family members in the room discussing options. And they were just kind of ignoring her. It was so odd. It doesn’t seem like women are treated very well in their culture.
CHRISTINE: Actually, Liz, I watched a documentary about this issue. I don’t think this is a gender thing. Caring for family members who are sick in this way is considered to be an important act of love. I think a male patient would have been treated similarly.
RACHAEL: Really?
CHRISTINE: Yeah. And the surgery issue is a culture thing too. If I’m remembering this right, the traditional Hmong belief is that there are multiple souls that live in the body. I think they believe that one of the souls can be released during surgery, and that the body might come back in the next life deformed.
RACHAEL: See, I didn’t know that. I do know that drawing blood is seen as a really big deal.
CHRISTINE: Yeah. I think some of them don’t understand that blood is renewable. That’s why I think this shaman program is such a good idea. The shamans could teach patients about procedures like blood tests. And we could learn more about the traditional Hmong ways of doing things.
SHANNON: I like the way you put that it’s definitely going to be a two-way exchange of information.
CONVERSATION #4
Jessica expresses her dismay over the proposed shaman program.
02:32
HIDE TRANSCRIPT
JESSICA: I don’t know about you, but I don’t want to bring those Hmong witch doctor people into the hospital. I mean, I don’t want to come off as being [whispers] racist, [whispers louder] but I hear these people do animal sacrifices! Can you imagine someone bringing a goat into the emergency room and cutting its head off?
CARMELA: Jessica! That’s crazy. Where did you hear that?
JESSICA: I don’t know on the news, I think?
SAMANTHA: Jessica, you can’t believe everything you see on TV. What I’m worried about is the incense. I heard that they want to burn it for patients. I don’t want disrespect their traditionsbut isn’t that going to be a problem because of oxygen and smoke detectors?
BEATRIZ: Samantha, that’s a good point. The incense question has come up before in Merced. I’m not sure how they resolved it, but we might be able to burn incense in designated areas.
JESSICA: But that’s so weird! Why would anyone want to burn incense at a hospital? You know, like I said, I don’t want to sound racist but this is America. These people need to leave their weird voodoo practices in the jungle.
CARMELA: Jessica, that’s enough! You should be ashamed of yourself.
JESSICA: [meekly] UmI’m sorry
CARMELA: Your generation doesn’t know anything about the Vietnam War. The Hmong people are heroes. They fought alongside our soldiers in southeast Asia. You need to have some respect and compassion. These people are dealing with the challenge of living in a completely different culture. The least we can do is try to understand where they’re coming from.
BEATRIZ: [after a brief uncomfortable silence] That’s precisely what we hope to accomplish if we implement this shaman program. We hope the shamans can serve as a bridge between the Hmong community and the hospital.
SAMANTHA: You know Carmela, I hate to admit it, but I do have some reservations about this as well. I’m sure no one’s going to sacrifice an animal in the ERbut I guess I just want to know what kinds of procedures they will do. It seems wrong to have people who aren’t medical professionals treating patients here. I worry about sanitation and safety issues. And I could see a shaman unintentionally hurting someone because he isn’t trained.
BEATRIZ: You raise some very legitimate concerns, Samantha. We need to work out a lot of details. But please, be assured that noone is going to be working with patients in the hospital unless they’re carefully trained. That’s what they’ve been doing in Merced. The shamans all go through a training program.
SAMANTHA: Well, that’s good to hear. I would certainly be willing to give this a try. Especially since they tried this in California and it worked. It’s all about helping people, right? Jessica? What do you think?
JESSICA: [rolls eyes] I don’t know, Sam. This sure isn’t what I learned in nursing school.
CONVERSATION # 5
ER Nurse Sheila Meeks and her manager, Carl Lauderback, share their thoughts on the shaman program.
01:38
HIDE TRANSCRIPT
SHEILA MEEKS: I’m really glad you took the time to ask the nurses about this new idea. What was it you called this Hmong healer person… A shaman? [makes a disapproving noise] I don’t want to sound close-minded, but that makes me nervous.
BEATRIZ GARCIA-CHAVEZ: What makes you nervous, Sheila?
SHEILA MEEKS: Well, look at what happened with that Vang boy. There must have been over a dozen cousins and aunts and uncles and distant relatives all over the emergency room. With all the chaos going on after the chemical spill, that was the last thing we needed. So now are we going to have to accommodate a shaman on top of all these other people who want to be involved in a patient’s care?
CARL LAUDERBACK: Sheila, I for one am willing to give this a try. We need to do something to show the Hmong community that that this hospital isn’t the enemy. The incident with the Vang family was a major embarrassment.
SHEILA MEEKS: I’m embarrassed about what happened with the Vang family too, Carl. I’m just worried about having another person involved in patient health care decisions.
BEATRIZ GARCIA-CHAVEZ: Sheila, have you had encounters like this with other Hmong patients, where large groups of family members wanted to be involved in medical decisions?
SHEILA MEEKS: Well, not to the same extent, but yes. Every so often we have a case where family members want to take an injured person home to treat them. We’ve had to release some patients that needed our help. [sighs] I know, not all Hmong patients are this uncooperative. Mostly our interactions with them are just fine. But some of them act like Western medicine is evil. Especially those of whom haven’t been in America for long.
CARL LAUDERBACK: Sheila, I understand where you’re coming from. Believe me. What I’m hoping is that these shamans act as a bridge between us and the Hmong community. This is an urban hospital, Sheila, and we’ve got a diverse population. We need to find ways to help our patients trust us.
RIVERBEND CITY MEDICAL CENTER
Hospital Meeting Room
As RCMC looks into implementing a program to bring Hmong shamans into the hospital in some manner, Shannon works on updating the cultural competence training for RCMC nursing staff.
CONVERSATION #6
As Shannon works to put the CAM training together, she touches base with Beatriz and Mo Xiong, Riverbend City’s Diversity Liaison.
01:23
HIDE TRANSCRIPT
SHANNON: Beatriz, I just wanted to touch base with you about the CAM training I am working on.
BEATRIZ GARCIA-CHAVEZ (On the Phone): Sure. What’s on your mind?
SHANNON: Well, two things. One, I wanted to know if you want the focus to be exclusively on CAM as it relates to different ethnic groups or if you wanted a broader discussion. The second question is if you want me focusing on CAM that are commonly integrated into patient care plans or should I be talking about some of the things that many people in the medical community are dubious about therapeutic touch, Reiki that sort of thing?
BEATRIZ GARCIA-CHAVEZ: Good questions let’s start with the first one because it’s easiest. While I’d like you to address some of the traditional methods used by the Hmong, Somali and Latino communities, I want to keep the line between our discussion of complementary and alternative medicine and our focus on cultural competency as clear as possible.
SHANNON: That’s what I was thinking. Good.
BEATRIZ GARCIA-CHAVEZ: So far as your other question … what are your thoughts?
SHANNON: Well … I would like to keep the focus on the question of why this is important. So talking about how many people use CAM anyway. Making sure nurses understand that they are opening dialogues, not necessarily endorsing things that they don’t believe in.
BEATRIZ GARCIA-CHAVEZ: Good point. I think you’re right on track with what we’ve been discussing.
SHANNON: Good. I’ll send you the PowerPoint deck as soon as I have it done. I’d appreciate your feedback.
BEATRIZ GARCIA-CHAVEZ: Sounds good.
SHANNON: Thanks a lot. Bye.
BEATRIZ: Bye.
Conversation #7
Mo Xiong, Riverbend City’s Diversity Liaison, returns Shannon’s call.
01:06
HIDE TRANSCRIPT
MO: Hi, Shannon. This is Mo Xiong returning your call.
SHANNON: Hi thanks.
MO: I got your messageyou’re working on a training module for your nurses?
SHANNON: Yes. Basically, the reason I called is that I would like to talk to some people in the Hmong and Somali communities about traditional medicine they might use. The training I am working on deals with alternative medicine and traditional and folk remedies are a facet of that. So someone who can help me make sure the information I get from my research is actually what people in our community do.
MO: I know just the person for you in the Hmong communityPa Foua Lee. What’s your email? I can send you her contact information.
SHANNON: That would be great. My email is [emailprotected] Any thoughts on the Somali community?
MO: Not off the top of my head. Let me check some things out and I’ll get back to you. I have some ideas, but let me do a little digging.
SHANNON: Thanks! I appreciate your help.
MO: No problem we “Mo”s need to stick together!
SHANNON: (Laughing) That we do. Thanks again and thanks for getting back to me so quickly.
MO: You’re welcome. Goodbye.
Shannon is designing the cultural competence training program and is trying to clarify the objectives and concerns. Beatriz and Christine both have thoughts on this issue and offer their perspectives. Help Shannon create a program that will offer the most value to the busy nursing staff at RCMC.
Decision Point
Shannon looks over her notes and thinks about what she knows about cultural competence.
I don’t know where to start I know this is an important issue, but it’s so broad.
Advice
You need to decide what your goals are. If you don’t identify the key elements you’re trying to address, you could end up with a very superficial discussion.
Remember that these nurses are busy professionals. Whatever you do, make sure it isn’t wasting their time.
Shannon Decides:
There are resources out there for other hospitals and health care providers. I’ll reach out to some of my colleagues at other hospitals and use what they have.I had training in this area when I was in college. I’ll check my textbooks and notes and use those to get started.One way to focus would be to get a better understanding of the cultural mix of the community itself.
Conclusion
Congratulations! You have completed this activity.
As you watched the staff of the RCMC work through the emotions and misunderstandings that arose from the encounter with the Vang family, you had an opportunity to consider how cultural expectations on the part of all the people involved contributed to tensions, misunderstandings, and barriers to appropriate care for the injured child. Case in Practice
In the following media simulation,you are introduced to various stakeholders at Riverbend City Medical Center (RCMC). The simulation focuses on the efforts of CEO Eugene Pittman to deal with a recent crisis that has spotlighted cultural differences between the medical center staff and community members. You will reference this case to complete the assignment for this week, Case Study: Riverbend.
.
The Situation
Ongoing communication problems between the Hmong community and Riverbend City Medical Center (RCMC) were punctuated painfully during the train derailmentespecially through the altercation with the Vang family. An embarrassing article about the altercation in the Free Press prompts hospital CEO Eugene Pittman to investigate a successful Merced, California, program. In Merced, the medical community has been teaching principles of Western medicine to Hmong shamans (traditional spiritual healers). The shamans act as a bridge between medical professionals and the Hmong community. When consulting with Hmong patients, the shamans instruct the patients in Western medicine and also perform traditional rituals.
Considerations
It is important for leaders to consider the cultural norms and needs of the people they serve. It also sometimes becomes necessary to consider ideas that may seem unorthodox. As you read about the strategies being considered by RCMC leadership, consider the degree to which you feel the program will be effective. What steps should the hospital take to maximize the effectiveness of this program?
*** PAPER BREAKDOWN FOLLOW EXACT!!
ment Instructions
Introduce the case.
Summarize the case. Provide a synopsis of the case study, focusing on how communication problems and cultural misunderstandings created conflict in the organization.
Apply the four learning organization disciplines to the case.
Using the lens of one or more of the four core disciplines (personal mastery, mental models, team learning, shared vision), provide an analysis of the extent to which the discipline(s) reveals organizational dynamics and contributes either to organizational learning or to the organizations problems. How could the four disciplines be fostered to have a more beneficial impact on the organization?
Apply a systems lens to the case.
Analyze the organizational disabilities and systems archetypes present in the case.
Explain and map at least one example of a systems archetype that can be seen in the case. Include at least one systems map as part of your explanation.
Recommend change management strategies for the organization based on the case.
Prior to suggesting change management strategies, use critical thinking tools to identify assumptions the stakeholders in the case may have made, and develop a set of questions you would ask to help the stakeholders uncover their assumptions and clarify the steps needed for future progress. Reference Paul and Elder’sCritical Thinking: Tools for Taking Charge of Your Learning and Your Lifetext in your comments.
Describe and explain how the four-stage process could be used by the Riverbend leadership to improve the strategic planning processes that enhance cultural understanding among stakeholders and the community. Refer to Stroh’sThinking for Social Changetext.
Provide a set of specific practical recommendations about how the CEO should proceed in the future in a way that furthers the goals of supporting increased cultural understanding among stakeholders and the community.
Explain how an action research/inquiry cycle that incorporates the recommendations could be planned, implemented, and evaluated for the next phase of organizational improvement.
Additional Requirements
Font and Font Size:12-point Times Roman, single spaced.
Length:57 pages.
References:As needed to support your analysis.
APA Style and Format:Format your paper using appropriate APA style and formatting.
Case Study: Riverbend Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Provide a synopsis of the Riverbend case study, including a description of how communication problems and cultural misunderstandings created conflict in the organization.
12%
Does not provide a synopsis of the Riverbend case study, including a description of how communication problems and cultural misunderstandings created conflict in the organization.
Provides a synopsis of the Riverbend case study but the focus and/or logical flow is unclear.
Provides a synopsis of the Riverbend case study, including a description of how communication problems and cultural misunderstandings created conflict in the organization.
Provides a coherent and concise synopsis of the Riverbend case study and explains how communication problems and cultural misunderstandings created conflict in the organization
Apply the lens of one or more of the four core disciplines (personal mastery, mental models, team learning, shared vision), and provide an analysis of the extent to which the discipline(s) reveals organizational dynamics and contributes either to organizational learning or to the organizations problems.
14%
Does not apply the lens of one or more of the four core disciplines (personal mastery, mental models, team learning, shared vision) or provide an analysis of the extent to which the discipline(s) reveals organizational dynamics and contributes either to organizational learning or to the organizations problems.
Applies one or more lenses of the four core disciplines, but the analysis is weak, incomplete, and/or inaccurate.
Applies the lens of one or more of the four core disciplines (personal mastery, mental models, team learning, shared vision), and provides an analysis of the extent to which the discipline(s) reveals organizational dynamics and contributes either to organizational learning or to the organizations problems.
Applies the lens of one or more of the four core disciplines (personal mastery, mental models, team learning, shared vision), and provides an insightful and comprehensive analysis of the extent to which the discipline(s) reveals organizational dynamics and contributes either to organizational learning or to the organizations problems.
Analyze the organizational disabilities and systems archetypes present in the case, including at least one systems map.
14%
Does not analyze the organizational disabilities and systems archetypes present in the case, including at least one systems map.
Analyzes organizational disabilities and one or more systems archetypes, including a systems map, but explanations of disabilities/system archetypes are incomplete, only partially accurate, and/or not clearly connected to the case.
Analyzes the organizational disabilities and systems archetypes present in the case, including at least one systems map.
Analyzes the organizational disabilities and systems archetypes present in the case, including at least one systems map, using specific evidence from the case.
Identify a set of questions to uncover stakeholder assumptions and clarify steps needed for future progress.
12%
Does not identify a set of questions to uncover stakeholder assumptions and clarify steps needed for future progress.
Identifies a set of questions that are not effectively designed to uncover stakeholder assumptions and clarify steps needed for future progress.
Identifies a set of questions to uncover stakeholder assumptions and clarify steps needed for future progress.
Identifies a set of questions to uncover stakeholder assumptions and clarify steps needed for future progress. Justifies the questions with references to the course study material.
Explain how the four-stage change process could be applied to the case.
12%
Does not explain how the four-stage change process could be applied to the case.
Partially explains how the four-stage change process could be applied to the case.
Explains how the four-stage change process could be applied to the case.
Explains how the four-stage change process could be applied to the case, providing examples, citations, or other supporting arguments.
Explain how an action research/inquiry cycle that incorporates the recommendations could be planned, implemented, and evaluated for the next phase of organizational improvement.
12%
Does not explain how an action research/inquiry cycle that incorporates the recommendations could be planned, implemented, and evaluated for the next phase of organizational improvement.
Partially explains how an action research/inquiry cycle that incorporates the recommendations could be planned, implemented, and evaluated for the next phase of organizational improvement.
Explains how an action research/inquiry cycle that incorporates the recommendations could be planned, implemented, and evaluated for the next phase of organizational improvement.
Explains in detail how an action research/inquiry cycle that incorporates the recommendations could be planned, implemented, and evaluated for the next phase of organizational improvement, providing examples, citations, or other supporting arguments.
Provide a set of specific practical recommendations about how the CEO should proceed in the future in a way that furthers the goals of supporting increased cultural understanding among stakeholders and the community.
12%
Does not provide a set of specific practical recommendations about how the CEO should proceed in the future in a way that furthers the goals of supporting increased cultural understanding among stakeholders and the community.
Provides limited practical recommendations about how the CEO should proceed in the future in a way that furthers the goals of supporting increased cultural understanding among stakeholders and the community and/or recommendations are not well-aligned with the case.
Provides a set of specific practical recommendations about how the CEO should proceed in the future in a way that furthers the goals of supporting increased cultural understanding among stakeholders and the community.
Provides a set of specific practical recommendations about how the CEO should proceed in the future in a way that furthers the goals of supporting increased cultural understanding among stakeholders and the community, with rationale for each recommendation. Running head: SHORT PROJECT TITLE 1
PROJECT TITLE NAME LONGER VERSION 8
Project Title
Student Name
University Name
Introduction
Identify and briefly describe your target audience (organization). This course is about organizational learning and leadership in organizations. Choose an organization you are familiar with to write a substantive, doctoral-level analysis about the required topics (personal mastery and mental models) as related to organizational learning and systems thinking.
#### USE THE ORGANIZATION OF UNIVERSITY PREPARATORY ACADEMY SCHOOLS K-12 #### — ADMINISTRATICE TEAM
INFO IS:
Known as one of Detroits longest standing tuition-free charter schools, University Prep Schools encompasses three distinguishing and unique districts; University Prep Academy, University Prep Science & Math, University Prep Art & Design. Within our districts are 10 campuses that provide children in grades K-12 with a rigorous education preparing them for college and career. All U Prep Schools are clean, safe, state-of-the art learning communities located in the heart of Detroit. Our culture is based upon a set of distinctive core values creating a nurturing and loving environment that is ripe for learning. Our organizational model is unique and provides dedicated support to the students, faculty, staff and building operations.
We believe the world is our classroom and through our program students explore a variety of career pathways and unique learning opportunities that inspire young minds to reach their full potential. Partnerships and collaborations include the University of Detroit Mercy, College for Creative Studies, Amazon, LIFT, Detroit Zoological Society, Detroit Police Academy, and others. These learning opportunities provide students an awareness of career options and attainment of dual degrees and certifications. Please speak with the School Director or the School Operations Manager regarding the pathways and learning opportunities available at your campus.
The U Prep community is committed to the families we serve. Our resource rich community provides a variety of parent engagement initiatives, special education services, on-site medical clinics, and college and career counselors to help ensure your child achieves success in life.
Celebrating 20 years serving the families of Detroit, U Prep Schools is steeped in values, traditions, experiences and structures to develop engaged college and career ready learners. To learn more about our origin,click here.
We invite you to come tour our school and learn more about the U Prep experience.
Personal Mastery and Mental Models
Provide context to your audience by, in your own words, writing a brief description of personal mastery and mental models. What is personal mastery? What are mental models? (This means to describe these concepts in your own words, briefly.) How do personal mastery and mental models make possible personal and organizational learning? (This is asking you to think about the evolution of employees and how it affects the organization as a whole.) How do the principles of personal mastery and mental models interact to strengthen and reinforce one another? (Consider these concepts intertwined and how this affects organizational learning, and perhaps, even leadership within organizations. Always bring this back to the organization.) How do personal mastery and mental models provide a foundation for engaging in or strengthening systems thinking? (This is another organizational learning concept to also consider within your written analysis.)
Dr. J’s Note: The idea of “well-chosen quotations from the text” does not mean direct quotes. As doctoral learners, you should learn to use paraphrased citations to occasionally support the development of your written critical analysis. What is valued is the development of your written analysis, supported with sources. This includes your insightful summary and interpretation.
Application of Models
Identify and briefly define those elements of personal mastery and mental models that directly pertain to your chosen group or individual. Dr. J’s Note: Now you switch from thinking in broader terms, to thinking specifically about what you wrote in the last section, to your specific organization. This is why you cannot and should not write about a person. You must focus on an organization and relate this to organizational learning.
The Scoring Guide states: Applies the concept of mental models to address issues faced by an organization. Dr. J’s Note: As you apply the concepts, think of a relevant issue to apply it to and then you can use the same issue in the next section to write about organizat
