crp 385c/pa 388k: deep dive--exploring issue … dive syllabus final... · 2 this is a highly...
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CRP 385C/PA 388K: DEEP DIVE--EXPLORING ISSUE ECOSYSTEMS
Syllabus - Spring 2018
Prerequisite: Graduate standing Class Location: Wasserman Laboratory, LBJ School, Basement Meeting Time: Fridays, 9:00AM-12:00PM Instructors Dr. Patricia Wilson, Professor, School of Architecture, Community and Regional Planning Office Hours: Th 1:30-2:30, Fri 12-1, SUT 3.122 Office Phone: 512-471-0130 E-mail: [email protected] Dr. Jenny Knowles Morrison, Research Fellow, LBJ School of Public Affairs Office Hours, W and Th 9:00-11:00 am or by appointment, SRH 3.387 Office Phone: 512-471-5604 E-mail: [email protected] Faculty Assistant: Michelle Jun, [email protected]; 512-471-8959
1. COURSE DESCRIPTION
Students will be immersed in a “learning laboratory” on reflective practice for social impact.
They will begin with a self-assessment of their core competencies and goals, then set a vision
for how they want to achieve social impact going forward. Students will build reflective
competencies, including a system’s-level view, as they interact (in person or virtually) with a
range of stakeholders across an issue ecosystem that they have chosen. Through this intensive
field exploration experience, students will develop an understanding of a complex, multi-
faceted policy or planning challenge that they have identified, as they enhance relational,
communication, and networking skills fundamental to catalyzing policy or planning
solutions. Students will benefit from guidance from a multi-disciplinary teaching team devoted
to their success, made up of faculty from across the UT campus, as well as a social entrepreneur
and life designer.
2. LEARNING OUTCOMES
Upon successfully completing the course, the student will be able to:
1) Use the skills of reflective practice to integrate self-awareness, purpose, and passion with issue framing,
2) Employ a systems lens to identify and map the contextual ecosystem of values, stakeholders, and dynamics surrounding a chosen policy or planning issue,
3) Employ dialogical and relational skills to support stakeholder engagement, 4) Apply a protocol for engaged action research, as practitioner, researcher, or
facilitator of change, and 5) Apply human-centric design thinking to change processes that generate social
impact.
3. PEDAGOGICAL APPROACH
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This is a highly participatory, experiential class where students will frame an issue that aligns with their expressed life purpose, identify the ecosystem in which the issue is embedded, and design and undertake a field immersion to conduct a stakeholder analysis, with the expectation students will identify systemic needs and develop solutions. To ensure a high-quality process, students are expected to come to class prepared to engage substantively with the assigned reading content and discuss its application to their field projects. Each weekly three-hour class session will be highly interactive, divided between lectures (with several guest lecturers), and participatory workshops. Please note: this class has a substantial reflection component and students will be required to
turn in occasional worksheets or written reflections on progress.
4. COURSE REQUIREMENTS
Students will be evaluated on class preparation, participation, and a semester field project.
Multi-part, developmental assignments will help students practice and hone skills related to
achieving the above learning outcomes. The five major class assignments streams are:
1) Personal Engagement & Reflection (ungraded)
2) Field Work Preparations (ungraded) 3) Issue Definition, Stakeholder Value Mapping, Ecosystem Exploration, and Idea Pitching
4) Field Work Portfolio, including Issue Definition, Stakeholder & Ecosystem Mapping 5) Final Presentation including Solution Generation, Solution Design, and Design Pitch
3. CLASS OVERVIEW
The semester is divided into four modules that move students through a personal and systemic reflection process, embed students within an issue ecosystem, and spur them to think collaboratively from the point of view of the stakeholders about possible solutions to the issues they are exploring:
Module 1: Preparations o Class 1: Semester Overview o Class 2: Life Design Weekend Intensive o Class 3: Seeing the System o Class 4: Preparations for Relational Engagement With Stakeholders o Class 5: Collaborative Action with Stakeholders o Class 6: Exploring the Entrepreneurial Mindset: Human-Centric Design
Module 2: The Deep Dive :
o Class 7: Preparations for Field Work: Dialogic Interviewing o Class 8: Preparations for Field Work: Entering the Field o Class 9: Reflective Practice for Effective Community Engagement o Class 10: Field Debrief: Effective Communication
Module 3: Entrepreneurial Co-Creation for Social Impact
o Class 11: Establishing Co-Creation through Collaboration o Class 12: Transforming Ideas to Action: The Art of the Pitch
Module 4: Putting it All Together
o Class 13: Taking it to the Next Level: Preparing Self for Community Impact
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o Class 14: Further Explorations in Entrepr. Problem Solving: Pitching o Class 15: Collective Reflections: Harvesting the Lessons Learned
4. ASSIGNMENT OVERVIEW
Semester assignments are divided by a set of ungraded, reflective submissions and four substantive assignments demonstrating student’s evolution of understanding of the deep dive process and issue area definition. The package of assignments is designed to:
Spur reflection and action cycling,
Invoke a system orientation,
Teach how to design and frame solutions and processes that are socially impactful,
Align passion and purpose to educational and career goals, and
Ensure what is being offered by individual students is experienced as relevant and useful to stakeholders.
1) Personal Engagement & Reflection
Assignment Due Date Percentage Learning Outcomes Achieved
Design Your Life Assessment Jan 22 0 1, 5 6 Coaching Sessions May 4 0 1, 5 Culture Solution Assessment – Individual Feb 9 0 3 Culture Solution: Check-In Quiz Feb 23 0 3 Culture Solution: Counterpoint Analysis Mar 30 0 3
2) Field Work Preparations
Assignment Due Date Percentage Learning Outcomes Achieved
Interviewee List Feb 2 0 4 Interview Request Email (+Revised Interviewee List)
Feb 23 0 3-4
Interview Protocol March 9 0 4
3) Field Assignments: Issue Frame and Ecosystem Mapping; Completed
Fieldwork Portfolio
Assignment Due Date Percentage Learning Outcomes Achieved
Initial Issue Frame Statement Feb 2 1-2 Draft of Stakeholder Analysis & Ecosystem Map Feb 9 2-5 Stakeholder Value Map Presentation Feb 23 2-5 Opposing Views Exercise Draft Due March 30 1-2 Completed Fieldwork Portfolio April 6 25% 2-5
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4) Solution Generation, Solution Design, and Final pitch
Assignment Due Date Percentage Learning Outcomes Achieved
Presentation and Write-Up April27,30 25% 1-4
5) Class Participation and Attendance
Assignment Due Date Percentage Learning Outcomes Achieved
Class Participation Ongoing 25% 1-5
See “Assignment Details” for full assignment instructions (posted on Canvas).
6. OVERVIEW OF WEEKLY SESSIONS & ASSIGNMENTS
MODULE 1: PREPARATIONS
Class 1 Jan 19,
2018
SEMESTER OVERVIEW
Topic(s)
Presentation ● Introductions ● Overview and Class Frame Workshop ● Dialogue: Co-Creation
Required Readings
Workshop:
(Distributed in Class) “Policy Engagement: Building Relationships and Partnerships for Long-term Impact.” In: APPAM Pre-Conference Workshop. Chicago: Scholars Strategy Network, 2017. (Excerpt on “Co-Creation”)
Rec Readings
Reason, Peter & William Torbert (2001) “The Action Turn: Toward a Transformational Social Science,” Concepts and Transformation (Vol 6:1: 1-37)
Yanow, Dvora (2009)“Ways of Knowing: Passionate Humility and Reflective Practice in Research and Management,” The American Review of Public Administration, November 2009.
Schon, Donald (1979) "Generative Metaphor: A Perspective on Problem Setting in Social Policy," in Metaphor and Thought, ed. Andrew Ortony, Cambridge University Press.
DUE Jan 22: 12 Design Your Life Area Assessment (do not submit to instructors but directly to [email protected])
Class 2 LIFE DESIGN WEEKEND INTENSIVE
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Jan 26-27 ***Please note extended session on Friday, January 26th until 1 pm and an additional session on Saturday, January 27, from 9-1 pm***
Topic(s)
Workshop Facilitator: Gaby Jordan, Handel Group, NYC Friday Morning Workshop (9 am-1 pm): Articulating Your Purpose, Envisioning Your Impact
Creating a vision Identifying obstacles Personal integrity towards personal and professional results
Friday Evening (7 pm-9 pm)
Class dinner party at Dr. Wilson’s home
Saturday Morning Workshop (9 am-1 pm): Deeper Dive Overcoming obstacles to your success Developing accountability for your vision/life
Required Readings
None
Rec Readings
Zander, Lauren Handel, and Marnie H Nir. Maybe It's You. New York: Hachette Books, 2017.
Bateson, Mary Catherine. "Composing a Life" from Sacred Stories: A Celebrations of the Power of Story to Transform and Heal, Simpkinson & Simpkinson, editors, 1993.
Senge et al. “Unraveling the Knots of Your Family of Origin”, in The Dance of Change, Doubleday, 1999, 269-274.
Mackoff, Barbara and Gary Wenet. Chapter 1 “The Family Template: Transforming the Influence of Family” in The Inner Work of Leaders: Leadership as a Habit of Mind. American Management Association, 2001.
DUE
Sign up for 6 Coaching Sessions spread over semester
Class 3 Feb 2
SEEING THE SYSTEM
Topic(s)
Presentation (Morrison) ● Seeing the System
● Identifying the Ecosystem
● Stakeholder Analysis and Mapping
Workshop (Special Guest, Dr. Elizabeth Keating, Anthropology) ● The Deep Dive as Mini-Ethnography: Pointers
● Simulations for Practicing “Words Matter”: Creating Trust, Sharing Values
● Establishing Presence: Attuning to Culture, Creating Authentic, Felt
Connection
● The Art of the Ask: Writing Effective Emails
Required Readings
Presentation
● Reason & Bradbury, Sage Handbook of Action Research (1st ed 2001),
(Introduction, pp. 1-14)
● Scharmer, Theory U (2009) Ch 21 (pp. 359-392) (student purchases textbook)
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● Thompson, Rachel (2011) “Winning Support for your Projects” (pay most attention to power/interest grid)
● Gopal, Srik and Tiffany Clarke (2017) “System Mapping: A Guide to
Developing Actor Maps” FSG.org
● Keating, Words Matter: Communicating Effectively in the New Global
Office (student purchases textbook),
o Introduction, Ch. 1 Communication in the Wild, p. 24-53
o Ch. 2 Language is Action, p. 54-74
Rec Readings
● Weick, Karl E. "Small Wins: Redefining the Scale of Social Problems,"
American Psychologist, January 1984.
● Senge, Hamilton, and Kania, “The Dawn of System Leadership” SSIR
Winter 2015.
● Senge, Peter, et. al. "Strategies for Systems Thinking," in The Fifth
Discipline Fieldbook, Doubleday, 1994, 87-148.
DUE ● Initial Issue Frame Statement (draft due)
● Draft of interviewees
● Distributed: Culture Solution Personal Profile (bring completed hard copy
on February 9)
Class 4 Feb 9
PREPARATIONS FOR RELATIONAL ENGAGEMENT WITH STAKEHOLDERS
Topic(s)
Special Guest: Dr. Deirdre Mendez, McCombs School of Business
Presentation (Morrison)
● Boundary Spanning, Cross-Sectoral Collaborations
● Peer Coaching Circles
Workshop (Mendez)
● The Culture Solution (Pre-brief/framework)
● Communication skills exercise ● Simulations for practicing “culture solution” ● Simulation: approaching the ‘other’ ● Overview of Opposing Viewpoints exercise
Required Readings
Presentation
● Reason & Bradbury, Sage Handbook of Action Research (2nd ed 2008),
o Ch 28 (Bridging Participatory to Qualitative, pp. 420-434)
● Williams, Paul. "The Competent Boundary Spanner,"
Public Administration 80, No. 1 (2002): 103-124.
Workshop
● Mendez, The Culture Solution (2017) (student purchases textbook),
o Ch. 1 (Coming to Grips with Culture, pp. 1-9)
o Ch. 2 (Know Yourself: Create Your Personal Profile, pp. 13-33)
Rec Readings
Schall, Ellen. "Notes from a Reflective Practitioner of Innovation," 1997 in Altschuler & Behn (Eds), Innovation in American Government, 360-377.
Scharmer, “Coaching Circles” Presencing Institute Toolkit, Case Clinic DUE Culture Solution Individual Profile (bring hard copy to class)
Stakeholder Analysis & Ecosystem Map (draft)
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Class 5 Feb 16
COLLABORATIVE ACTION WITH STAKEHOLDERS
Topic(s)
Special Guest: Dr. Mahmud Farooque, Associate Director, Consortium for Science, Policy and Outcomes (CSPO), Clinical Associate Professor, School for the Future of Innovation in Society (SFIS); Arizona State University (D.C.) Presentation
● Collaborative Action with Stakeholders
Workshop
Deliberative Democracy
Stakeholder Value Mapping RequiredReadings
Presentation
Brown, Tim and Jocelyn Wyatt. "Design Thinking for Social Innovation." Stanford Social Innovation Review, 8, no. 1 (2010): 31-35.
Nabatchi, Tina, Alessandro Sancino, and Mariafrancesca Sicilia. "Varieties of Participation in Public Services: The Who, When, and What of Coproduction." Public Administration Review, 7, 7, no. 5 (2017): 766-776.
Continued Explorations of The Culture Solution
Mendez, The Culture Solution (2017) (student purchases textbook), o Ch. 4 (“The Communication Dimensions, pp. 69-82)
o Ch. 5 (“The Cooperation Dimensions, pp. 83-108)
o Ch. 6 (“The Structure Dimensions, pp. 109-134)
Context for Dr. Farooque’s Workshop
Sclove, Richard E. "Reinventing Technology Assessment." Issues in Science and Technology 27, no. 1 (Fall 2010).
Nico Stehr, “Democracy is not an Inconvenience,” Nature, 525 (7570), (September 24, 2015), pp. 449-450.
Daniel Sarewitz, “Science can't Solve It,” Nature, 522 (7557) (June 25, 2015), pp. 413-414.
Rec Readings
DUE Students bring draft of ecosystem stakeholder map (for class discussion)
Class 6 Feb 23
EXPLORING THE ENTREPRENEURIAL MINDSET: HUMAN-CENTRIC DESIGN FOR SOCIAL IMPACT
Topic(s)
Special Guest: Cam Houser, 3 Day Startup
Presentation ● The Benefits of an Entrepreneurial Mindset
● The Lean Startup
Workshop ● Student presentations of ecosystem maps for peer/instructor feedback
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Required Readings
● Sarasvathy, Saras, “What makes entrepreneurs entrepreneurial?” <http://goo.gl/YWz9BT>
● Blank, Steve, “Why the Lean Startup Changes Everything,” Harvard Business Review Blankin <https://goo.gl/VRgspr>
● Bornstein, Eric and Susan Davis “Social Entrepreneurship: What You Need
to Know”
● Graham, Paul, “How to Get Startup Ideas” and “How to Start a Startup”
Rec Readings
Audretsch, D. B., & Link, A. N. (2011). Entrepreneurship and Innovation: Public Policy Frameworks. The Journal of Technology Transfer, 37 (1), 1-9
Schneider, A. (2017). Social Entrepreneurship, Entrepreneurship, Collectivism, and Everything in Between: Prototypes and Continuous Dimensions. Public Administration Review, 77(3), 421-431
Borins, S. (2000) “Loose cannons and rule breakers, or enterprising leaders? Some Evidence About Innovative Public Managers,” Public Administration Review, 60 (6), 498-507.
DUE
● Stakeholder Value Map Presentation (includes ppt and map)
● Revised Draft of interviewee list ● Draft of email or other communication protocol
MODULE 2: THE DEEP DIVE
Class 7 Mar 2
PREPARATIONS FOR FIELD WORK: DIALOGIC INTERVIEWING
Topic(s)
Presentation (Wilson) ● Self Awareness and the Action Researcher
● Portfolio Process
Workshop (Wilson) ● Stakeholder Interviewing
● Dialogue Interviews
RequiredReadings
● Scharmer, Ch. 17 (“Conversational Actions,” pp. 265-292) ● Scharmer, Ch. 9 (“Seeing in Action,” pp. 132-143) ● Scharmer, Ch. 12 (“Partner Physicians Dialogue Forums,” pp. 188-189) ● Scharmer, U Tool, Dialogue Interviews
Rec Readings
Scharmer Ch. 9 (“Seeing in Action,”(beginning of chapter), pp. 125-132)
Senge, Peter, et. al.. “The Ladder of Inference” (pp. 242-246) and "Balancing Inquiry and Advocacy, (pp. 253-263); in The Fifth Discipline Fieldbook, Doubleday, 1994.
Assignm Due
● Interview protocol draft (bring draft to class in hard copy)
● Note: All contacts made by now, all interview appointments set
Class 8
March 9 PREPARATIONS FOR FIELD WORK: ENTERING THE FIELD
Topic(s)
Presentation (Morrison)
Stakeholder Discovery Process: Preparing to Enter the Field
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Workshop
Peer Coaching Circles for interview protocol review, pre-testing
Facilitating Deliberation: Practicing the Art of Hosting
Setting up field notes/journal
RequiredReadings
Mendez, The Culture Solution (2017) (student purchases textbook),
Ch. 8 (“Judgements, pp. 147-166)
Ch. 3 (“Counterparts,” pp. 37-61)
● Quick & Sandfort (2014) “Learning to Facilitate Deliberation: Practicing the
Art of Hosting,” Critical Policy Studies 8, 3: 300-322.
DUE
Final interview protocol due (post and bring hard copy to class)
Culture Solution Online Check-In Quiz (ungraded – see quizzes tab on Canvas)
SPRING BREAK: March 12-17, 2018
Students continue taking field work notes Students continue intensive stakeholder discovery process + beneficiary contact exercise
Class 9 Mar 23
REFLECTIVE PRACTICE FOR EFFECTIVE COMMUNITY ENGAGEMENT
Topic(s)
Presentation (Wilson)
Participatory Action Research Class Discussion of Readings/Initial Fieldwork Debrief (Wilson)
● Learning from Practice
● Dialogue across Difference
RequiredReadings
● Wilson, P. (2016) “Inner Practice of Community Development,” (Ch. 8, pp.
211-229) in Schuyler, K. Creative Social Change: Leadership for a Healthy
World
● Westoby, P. Soul, Community and Social Change: Theorising a Soul
Perspective on Community Practice (pp. 1-14)
● Reason & Bradbury, Sage Handbook of Action Research, (2nd Ed)
o Ch. 43 (AR and Facilitation, pp. 615-628)
Rec Readings
Quick, Kathryn (2015) “Locating and building collective leadership and impact.” Leadership 0(0) 1–27
DUE ● Complete Opposing Viewpoint Profile before conducting an interview with
an interviewee holding an 'opposing viewpoint' (during your last week of
field work).
● Bring it to class on March 30. The final draft is due on April 6 as part of the
Field Portfolio.
Class 10 Mar 30
FIELD DEBRIEF: EFFECTIVE COMMUNICATION
Topic(s)
Special Guests: Drs. Elizabeth Keating and Deirdre Mendez Workshop 1 (Keating)
● Field Debrief: Communicating Culture
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● Field Debrief: Conflict Resolution
Workshop 2 (Mendez)
● Framing Exercise
● Change Your Lens Exercise
● Practice Recognizing Tendencies
Required Readings
● Keating, Words Matter: Communicating Effectively in the New Global Office (student purchases textbook),
○ Ch. 5 “Language is Social and Cultural” pp. 127-148 ● Mendez, The Culture Solution (2017) (student purchases textbook),
○ Ch. 16 “Managing Intercultural Conflict and Achieving Synergies,”
pp. 317-324)
○ Ch. 17 “Developing Cultural Intelligence,” pp. 325-330
Rec Readings
Mendez, Ch. 11 (“Anticipating and Solving Problems,” pp. 211-235)
DUE Bring Draft of Opposing Viewpoint Profile Exercise ( submit final in field portfolio)
MODULE 3: ENTREPRENEURIAL CO-CREATION FOR SOCIAL IMPACT
Class 11
Apr 6 ESTABLISHING CO-CREATION THROUGH COLLABORATION
Topic(s)
Special Guest: Max Green, Entrepreneur and Innovation Management Consultant Presentation (Morrison)
● Timely, Relevant, Feasible Solutions ● Building Relationships for the Long-Haul ● Collaborating for Impact
Workshop (Green)
● Value Chain Analysis ● Partnership Development ● Establishing Agreements
RequiredReadings
Crosby, B. and J. Bryson (2010) “Integrative Leadership and the Creation and Maintenance of Cross-Sector Collaborations” The Leadership Quarterly 21: 211-230.
Linden, R. (2010) Leading Across Boundaries: Creating Collaborative Agencies in a Networked World (1st Edition) Somerset, NJ: Jossey-Bass. ISBN: 9780470396773.
Chapter 4: “The Power of Relationships Built on Trust”
Chapter 5: “The Art of Collaborative Leadership”
Chapter 6: “Getting the Collaborative Process Started”
Chapter 7: “Getting Commitment on a Common Direction” Rec Readings
Selsky, J. and B. Parker (2005) “Cross-Sector Partnerships to Address Social Issues: Challenges to Theory and Practice” Journal of Management 31: 849-873.
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O’Leary, R., Gerard, C. and Y. Choi (2012) “The Skill Set of the Successful Collaborator” Public Administration Review (Special Issue: The Skill Set of the Successful Collaborator), pp. S70-S83.
Thomson, A. and J. Perry (2006) “Collaboration Processes: Inside the Black Box” Public Administration Review (Special Issue: Articles on Collaborative Public Management), pp. 20-32.
Vangen, S. and C. Huxham (2003) “Nurturing Collaborative Relations: Building Trust in Interorganizational Collaboration” Journal of Applied Behavioral Science 39: pp. 5-31.
Chrislip, D. and C. Larson (1994) Collaborative Leadership: How Citizens and Civic Leaders Can Make a Difference (1st Edition) Somerset, NJ: Jossey-Bass.
Shah, SK and M. Tripsas. "The Accidental Entrepreneur: The Emergent and Collective Process of User Entrepreneurship." Strategic
Entrepreneurship Journal 1, no. 1-2 (2007): 123-140.
DUE Field Work Portfolio (Consists of Opposing Viewpoint Exercise, as well as key interview notes, quotes, and insights), especially:
Part 1: Field Work Insights, Notes, and Quotes Part 2: Reflections in the field around:
o Reflections on 'How Words Mattered' in practice o Reflection on 'Cultural Engagement' in practice o Submit the Opposing Viewpoints exercise
Part 3: Follow-up reflection after the class debriefs with Drs. Mendez and Keating on March 30.
Class 12 Apr 13
TRANSFORMING IDEAS TO ACTION: THE ART OF THE PITCH
Topic(s)
Special Guest: Cam Houser, Founder, 3 Day Startup Presentation
● Why the Problem is More Important than Your Solution ● The Importance of Communicating Ideas
Workshop
● Pitch Support ● Communicating for the Long-Term
RequiredReadings
Sivers, Derek “Ideas are a Multiplier of Execution”
Sivers, Derek “Leadership Lessons from a Dancing Guy at a Music Festival”
Maury, Ash “Running Lean”
Horowitz, Ben “The Hard Thing about Hard Things” DUE Revised Issue Identification, Stakeholder Value Analysis, Ecosystem Map
Bring rough draft of points for verbal pitch
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MODULE 4: PUTTING IT ALL TOGETHER
Class 13 Apr 20
TAKING IT TO THE NEXT LEVEL: PREPARING SELF FOR COMMUNITY IMPACT
Topic(s)
Special Guest: Gaby Jordan Workshop
● Taking it to the Next Level: Preparing Self for Community Impact ● Debrief on Life Design & Coaching ● Who Do You Need to Be in a Larger Context to Create Your Vision as a
Reality? Required Readings
None
Rec Readings
Gawande, Atul. “Personal Best,” The New Yorker, October 3, 2011, 44-53.
Ibarra, Hermina and Kent Lineback. “What’s Your Story?” Harvard Business Review, January 2005, 65-71.
Singer & Shapiro. "Discovering the Links Between Early Family Roles and Current Organizational Roles: A Loved and Feared Task," paper presented at Center for the Study of Groups and Social Systems, Rice Institute.
Class 14 Apr 27
FURTHER EXPLORATIONS IN ENTREPRENEURIAL PROBLEM SOLVING: PITCHING
Topic DUE (TODAY)
Final Student Pitches to Expert Entrepreneurial Panel (Panelists to Be
Announced)
DUE (April 30)
Write-up of solution generation, solution design, and solution pitch
DUE (May 1)
Last day to complete the six coaching sessions
Class 15 May 4
COLLECTIVE REFLECTIONS: HARVESTING THE LESSONS LEARNED
Topic(s)
Conclusions
Tying the Semester Together: Learnings and Insights
Next steps
Class reflections and celebrating success Course Evaluation—bring laptops to class
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6. TEXTS AND READINGS
Weekly readings have been compiled from various chapters and articles, from seminal texts in
the fields of action rearch, emergent systems, innovation, entrepreneurship, and coaching.
Required texts are cited below. Other readings are available on the Canvas website.
Required Textbooks
Keating, Elizabeth and Sirkka Jarvenpaa. (2017) Words Matter: Communicating Effectively in
the New Global Office. Oakland, CA: University of California Press.
Mendez, Deirdre. (2017) The Culture Solution: How to Achieve Cultural Synergy and Get
Results in the Global Workplace. Boston, MA: Nicholas Brealey Publishing.
Scharmer, Otto. (2016) Theory U: Leading from the Future as it Emerges 2nd Edition. San
Francisco, CA; Berrett-Koehler (note: required readings from this book are available on
Canvas)
7. TEACHING TEAM & CLASS RESOURCES Patricia Wilson, Professor, Graduate Program in Community and Regional Development Planning, School of Architecture, UT https://soa.utexas.edu/people/patricia-wilson Jenny Knowles Morrison, Research Fellow, LBJ School of Public Affairs https://lbj.utexas.edu/morrison-jenny-knowles Gaby Jordan: Principal, Education Division, Handel Group, NYC https://www.handelgroup.com/gaby-jordan/ Cam Houser, Founder, 3DayStartup http://3daystartup.org/about/ Elizabeth Keating, Professor, Dept of Anthropology, UT https://liberalarts.utexas.edu/anthropology/faculty/elk612 Deirdre Mendez, Associate Director of Cultural Programs, McCombs School, UT http://www.deirdremendez.com/ 8. INSTRUCTOR EXPECTATIONS:
A. Professionalism: Students will conduct themselves as professionals throughout the
semester. Professionalism means each student takes active responsibility for building and
ensuring a respectful, constructive learning community for the class. It also means employing a
thoughtful, analytical approach to the subject and being prepared for class discussion, so
questions can be raised, different perspectives explored, and a range of methodologies
considered. As a result, each class can become a positive, proactive, and supportive learning
environment to help students maximize their full potential as graduate students.
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B. Seminar Participation and Contribution: As noted above, each student must
fully participate as an active learner and contributor to the learning environment. Participation
will count for 10% of the semester grade and will be evaluated based on the following criteria:
“A” Contributor ∙ Contributions in class reflect exceptional preparation as evidenced by frequent authoritative and/or creative use of textual/material evidence. ∙ Ideas offered are always substantive (i.e., unusually perceptive, original, and/or synthetic) and provide one or more major insights as well as direction for the class. ∙ Agreements and/or disagreements are well substantiated and persuasively presented. ∙ If this person were not a member of the class, the quality of discussion would be diminished markedly. “B” Contributor ∙ Contributions in class reflect thorough preparation as evidenced by competent and occasionally authoritative and/or creative reference to textual/material evidence. ∙ Ideas offered are usually substantive, provide good insights and sometimes direction for the class. ∙ Agreements and/or disagreements are fairly well substantiated and/or sometimes persuasive. ∙ If this person were not a member of the class, the quality of discussion would be diminished. “C” Contributor ∙ Contributions in this class reflect satisfactory preparation as evidenced by at least some acquaintance with textual/material evidence. ∙ Ideas offered are sometimes substantive, provide generally useful insights, but seldom offer a new direction for discussion. ∙ Sometimes disagreements and agreements are voiced with little to no substantiation. ∙ If this person were not a member of the class, the quality of discussion would be diminished somewhat. “D-F” Contributor ∙ Contributions in class reflect inadequate preparation. ∙ Ideas are seldom substantive, provide few if any insights, and never a constructive direction for the class. ∙ Integrative comments and effective challenges are absent. ∙ If this person were not a member of the class, valuable air-time would be saved. Non-Participant ∙ Little or nothing contributed in class; hence, there is not adequate basis for evaluation. ∙ If this person were not a member of the class, the quality of discussion would not be changed. ∙ Said persons need to leave this category and move into a contributor category.
C. Deliverable Quality: Each draft and final deliverable must be of very high quality and on
time. All assignments must reflect assimilation of the assigned readings and reflect excellence
in research, analysis, and communication, in accordance with the highest levels of graduate-
level scholarship. Written deliverables are to be free of grammatical, spelling, or punctuation
errors and be well formatted to guide the reader.
D. Maintenance of Academic Integrity: Students are expected to respect the LBJ
School's standards regarding academic dishonesty. You owe it to yourself, your fellow students,
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and the institution to maintain the highest standards of integrity and ethical behavior. A
discussion of academic integrity, including definitions of plagiarism and unauthorized
collaboration, as well as helpful information on citations, note taking, and paraphrasing, can be
found at the Office of the Dean of Students web page and the Office of Graduate Studies. The
University has also established disciplinary procedures and penalty guidelines for academic
dishonesty, especially Sec. 11.304 in Appendix C of the Institutional Rules on Student Services
and Activities section in UT's General Information Catalog.
For additional information, see: http://www.utexas.edu/about-ut/mission-core-purpose-
honor-code
E. Plagiarism: Plagiarism is an extremely serious form of academic dishonesty and could
have severe consequences for any individual who engages in such practices, including course
failure and dismissal from the LBJ School and the university. It is critically important that each
student understand the correct manner in which to cite material quoted or paraphrased from
another source, including material drawn from public or electronic sources.
All submitted work should follow the American Political Science Review style guidelines and
requirements for proper citation, or other similar standard guide. Failure to properly cite
referenced material will result in a grade of F. No exceptions.
Students working together on a deliverable should be careful to make certain that other
members of their group have conformed to correct citation practices. Failure to do so can make
all members of the group responsible for a collectively submitted work. It is important that
everyone understand that plagiarism is not only about academic integrity, it is also about
intellectual property rights and respect for others.
F. Communications: We will use a Canvas class website extensively. Students can access it
by logging into the Canvas website (canvas.utexas.edu) with your UT EID. There are also a
range of tutorials and a 24 hour help desk to support the website. (Further details are available
on the Canvas website)
The instructors will post all lecture materials, most recommended readings, a set of support
resources, and all group announcements through the website, which will be introduced to
students in Class 1. The “Modules” page is where the majority of information will be housed.
Detailed assignment instructions and grading rubrics can be found on the “Assignments” page.
It is the student’s responsibility to review Canvas and emails on a regular basis. The instructor
will communicate with the class via the “announcements” page and through additions to the
weekly modules and through students via personal email accounts. Students unable to attend a
class should make their best effort to inform the instructor ahead of time and consult with
another student on missed material.
G. Attendance: More than one absence may result in a 10 point grade drop. Three tardies
equal one absence.
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H. Accommodation of Special Needs: The Americans with Disabilities Act (ADA) is a
federal anti-discrimination statute that provides comprehensive civil rights protection for
persons with disabilities. Among other things, this legislation requires that all students with
disabilities be guaranteed a learning environment that provides for reasonable accommodation
of their disabilities. Students with disabilities may request appropriate academic
accommodations from the Division of Diversity and Community Engagement, Services for
Students with Disabilities, 471-6259 or visit their website: http://ddce.utexas.edu/disability/
I. Student Concerns: As is true for all graduate school work and the learning experience,
each student is responsible for absorbing and applying class material in and out of class. The
instructor will provide guidelines for learning and completing class assignments but students
will not be given step-by-step instructions or in-depth “remedial” instruction, such as how
produce a well-researched and written assignment. If any student has a question, concern, or
complaint about the course, please raise it with the instructor first. If, for whatever reason, a
student prefers not to do that or if the student has done so and believes the issue to be
unresolved, the student should bring any questions, concern, or complaint to the Associate
Dean, Professor David Springer.
J. Schedule of Deliverables: See calendar above. ALL ASSIGNMENTS DUE TO CLASS
CANVAS WEBSITE BY START OF CLASS, NO EXCEPTIONS. BRING A HARD COPY FOR
PEER SHARING AND DISCUSSION PURPOSES.
K. Grading Policy: Your final grade will be calculated and determined based on the
following scale: A 94-100, A- 90-93, B+ 87-89, B 84-86, B- 80-83, etc.
Grade Range Description
A = 90-100% Outstanding professionalism, participation, contributions, and
deliverables
B = 80- 89% Satisfactory effort as individual participant
C = 70- 79% Marginal effort, minimal participation
D = 60- 69% Unsatisfactory efforts, lack of accountability, significant missing of
class
F = 0- 59% Failing effort, severe lack of accountability to class, self, or instructor
L. Late Submission Policy: Late assignments will not be accepted without prior
notification and arrangement with the professor. Even if allowed, late assignments will lose a
letter grade per 24 hour period late. Please plan accordingly.