Difference between revisions of "Discussion Questions"
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| − | + | =Discussion Questions= | |
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| − | * Do you buy Chaffee’s argument about the utility of theory?</span> | + | * <span style="font-size: 130%">Chaffee wrote of her five models in the late 80’s. What of this contextual time may have influenced her thinking? Does this hold true today?</span> |
| − | * Consider what Argyis might say to Chaffee about the underlying features of organizational choice.</span> | + | * <span style="font-size: 130%">Do you buy Chaffee’s argument about the utility of theory?</span> |
| − | * How much logic is inherent in university decision-making? What else is apparent? Are values articulated? Think about what Senge would say about the underlying and fundamental assumptions.</span> | + | * <span style="font-size: 130%">Consider what Argyis might say to Chaffee about the underlying features of organizational choice.</span> |
| − | * Is collegiality still alive and well in academe?</span> | + | * <span style="font-size: 130%">How much logic is inherent in university decision-making? What else is apparent? Are values articulated? Think about what Senge would say about the underlying and fundamental assumptions.</span> |
| − | * How is decision-making impacted in times of crisis?</span> | + | * <span style="font-size: 130%">Is collegiality still alive and well in academe?</span> |
| − | * What role does leadership take in defining the decision-making process? How does this differ by frame of operation? By context?</span> | + | * <span style="font-size: 130%">How is decision-making impacted in times of crisis?</span> |
| − | * What process might work best to unearth hidden assumptions?</span> | + | * <span style="font-size: 130%">What role does leadership take in defining the decision-making process? How does this differ by frame of operation? By context?</span> |
| − | * How might you institute simultaneous tracking as a new leader?</span> | + | * <span style="font-size: 130%">What process might work best to unearth hidden assumptions?</span> |
| − | * Peterson outlines an historical progression of planning—are some of the “earlier” models still in practice? Should they be?</span> | + | * <span style="font-size: 130%">How might you institute simultaneous tracking as a new leader?</span> |
| − | * As higher ed often borrows from business, what might be the impact of this lag in application?</span> | + | * <span style="font-size: 130%">Peterson outlines an historical progression of planning—are some of the “earlier” models still in practice? Should they be?</span> |
| − | * What do leaders need to be proactive for contextual planning? What is assumed about the institutional culture and decision-making process?</span> | + | * <span style="font-size: 130%">As higher ed often borrows from business, what might be the impact of this lag in application?</span> |
| − | * What happens to decision-making and planning if higher education does not become “flatter?”</span> | + | * <span style="font-size: 130%">What do leaders need to be proactive for contextual planning? What is assumed about the institutional culture and decision-making process?</span> |
| − | * What can be done to improve leadership/individual lack of awareness? What can you do?</span> | + | * <span style="font-size: 130%">What happens to decision-making and planning if higher education does not become “flatter?”</span> |
| − | * How might leaders learn of the negative impressions staff have of their leadership? How can you receive constructive criticism?</span> | + | * <span style="font-size: 130%">What can be done to improve leadership/individual lack of awareness? What can you do?</span> |
| − | * How might you foster double-loop learning?</span> | + | * <span style="font-size: 130%">How might leaders learn of the negative impressions staff have of their leadership? How can you receive constructive criticism?</span> |
| + | * <span style="font-size: 130%">How might you foster double-loop learning?</span> | ||
| + | </div> | ||
Latest revision as of 19:47, 13 February 2019
Discussion Questions
- Chaffee wrote of her five models in the late 80’s. What of this contextual time may have influenced her thinking? Does this hold true today?
- Do you buy Chaffee’s argument about the utility of theory?
- Consider what Argyis might say to Chaffee about the underlying features of organizational choice.
- How much logic is inherent in university decision-making? What else is apparent? Are values articulated? Think about what Senge would say about the underlying and fundamental assumptions.
- Is collegiality still alive and well in academe?
- How is decision-making impacted in times of crisis?
- What role does leadership take in defining the decision-making process? How does this differ by frame of operation? By context?
- What process might work best to unearth hidden assumptions?
- How might you institute simultaneous tracking as a new leader?
- Peterson outlines an historical progression of planning—are some of the “earlier” models still in practice? Should they be?
- As higher ed often borrows from business, what might be the impact of this lag in application?
- What do leaders need to be proactive for contextual planning? What is assumed about the institutional culture and decision-making process?
- What happens to decision-making and planning if higher education does not become “flatter?”
- What can be done to improve leadership/individual lack of awareness? What can you do?
- How might leaders learn of the negative impressions staff have of their leadership? How can you receive constructive criticism?
- How might you foster double-loop learning?