Difference between revisions of "Discussion Questions"

From 2012classnotes-orggov2.wmwikis.net
Jump to: navigation, search
(Imported from Wikispaces)
 
(Imported from Wikispaces)
 
Line 1: Line 1:
'''Discussion Questions'''</span></span></span>
+
<div id="content_view" class="wiki" style="display: block">
'''Week #12 [Decision-making and Planning]'''</span></span></span>
+
'''([[Class Session 9 | Return to April 5 Class Notes]])'''</span>
+
=Discussion Questions=
</span></span>
+
</span><br />  
* 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>
+
 
* 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 15:47, 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?