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Testing Theories Paper Becky Doane, Phyllissia Allmond, Beatrice Shaw**,** Michelle Martens-Dragalin Walden University June 30, 2012 Testing Theories Paper Operational theory in organizational development provides a coherent framework for renewal and change in an organization. The paper has various sections in order to provide an outline of testing theories and how they relate to the organization. Three, organizational developmental, theories are evaluated and synthesized in order to show why only one of these theories support changed in the organization. This paper will summarize State Elementary School (pseudonym) organization, compare and contrast three organizational theories, and identify the theory that best supports change in the organization. In addition, the final theory is evaluated to identify the benefits and challenges of this theory and how it relates to State Elementary School. **Organizational Developmental Theories: A Summary** A brief summary of the three organizational developmental change theories, presented include one of the following action research models include Lewin’s Theory, the Planned Model and Positive Organizational Change. The theories represent mixed methods and quantitative research, steps the organization need to follow to be successful and style of leadership needed to accomplish the organizational goals. The basic elements of each theory will be present and evaluated in one paragraph. The conclusion of this section will support the theory that provides the framework of the organization for State Elementary School. The theories of planned change model all follow a general model of planned change: entering and contracting, diagnosing, planning and implementing change and evaluating and institutionalizing change. There are three different theories: Lewin’s Change Model theory, Action Research Model and Positive Organizational Change, presented for evaluation in order to renew organization. Kurt Lewin was influenced by “Gestalt psychologists he had worked with in Berlin (Smith, 2001) (Burnes in Gallos, 2003).” Lewin conceived his theory based on their principles by suggesting that change in modification of those individuals who are responsible for keeping the system’s behavior stable. (Cummings & Worley, 2011). The three steps include unfreezing, movement and refreezing. Action research model “focuses on planned change as a cyclical process in which initial research about the organization provides information to guides subsequent action. These models follow eight main steps and if often considered synonymous with OD. The third change model (Positive Change Model), “represents a significant departure from Lewin’s model and the action research process (Cummings & Worley, 2011, p 25).” Lewin’s planned change model and Action research model designed to provide a framework to show how an organization functions better. “The positive model has been applied to planned change primarily through a process called appreciative inquiry (Cummings & Worley, 2011, p. 27).” The positive model of planned has five phases of implementation. Theory testing is important because it determines why the organization needs help and which theory will provide the best framework to put the organization back on track. Theory explains how something happen, why the organization needs help. (Palton, Laureate, Inc.) The consultant selected the Positive Change Model theory in order to illustrate the State Elementary School assets. The actual assets will contribute to the positive change. The theory of Positive Change Theory is a quantitative approach to understanding what changes need to occur in State Elementary School organization. The outside consultant interviewed staff in the organization and the people in the neighborhood. The consultant will, also, review the history of the organization and identify the traditional practices of the school (Cooperider & Sekerda, 2006 in Gallos). As Dr. Palton (n.d) stated in the transcript about Positive Change Theory when he utilized Piaget as an example of how theory is tested, he stated that it is important that the theory holds up different cultures and across time. “That’s called deductive theory and deductive research (Patton, n.d).” Positive Change theory is deductive because the research is deduced from or derived from the theory (Patton, n.d.).” In order to make certain that this theory will provide an ethical framework, it is necessary to use it and test it out in the real world. The data that collected from the interviews and background information supports the choice of the Positive Change theory as a framework for the organization. This theory is of a top down planning change model, which makes the Positive Change a deductive theory. As a result, the selection of the leader is important. The leader will motivate the staff and report to the coalition committee had been selected by the consultant. The staff and neighborhood will react to positive role models who represent the staff and the turnaround committee. The positive change theory requires a principled leader in order to motivate the staff to do their best. The theory begins the change from the top, chosen from an independent consultant. The consultant forms a coalition team (a turnaround committee) to implement the theory and develop the changes needed at each step of the process. The research is objective and able to identify variables that develop based on evaluation at the different organizational levels. The consultant finds out what has caused the problem and identifies statistical relationship. The OD theory constantly reevaluated at each stage. The data used through a thin line as the hypothesis tests and the data is analyzed. The consultant research also analyzes the behavior of the people in the organization. The leader that is chosen has a dual reasonability and role within the organization that utilized the Positive Change theory as a framework. The leader is part of the State Elementary School and part of the coalition team. As a result, the leader will report changes and accept suggestions from the coalition team the staff. The staff will be part of the change and with the short term goals that have been set up will see the positive results of their world. The consultant will evaluate and interview the staff in order to maintain continuity with the coalition and verify the research. The research tests the Positive Change Theory verifies that it is from a top down method. This method tests the hypothesis and theory with data quantitative research (Johnsen & Christiansen, 2004). This data is based on precise measurement that are structured and validated. The final report consists of correlations, comparisons of means and the significance of the findings. Leadership that uses a positive approach and provides a positive role to the staff has been used in other schools. Those schools have closed their educational gap, not quickly, partly because of the leader that was chosen by the turnaround committee. **Conclusion** The Positive Change theory provides a framework to help State Elementary School toward a positive new beginning. A consultant is hired to instigate and provide results for positive change in the organizational development of the school. The consultant will put a coalition team together and hire a school leader. Leaders who expect the best from themselves and model this quality on a regular basis provide staff with a positive approach to their work. This attitude will establish a bond between the staff and neighbor The consultant would follow the quantitative research paradigm in order to change the school. The data from the rating scales and behavioral responses would establish the variables that identify statistical relationship, and this is shared with the leader. (Johnson and Christiansen, 2004). The leader would focus on influencing the staff toward a positive change and close the academic gap. This approach makes the staff want to help and meet the goals of the organization. State Elementary School requires that the academic gap close in order to establish a successful environment of the students. The leader promotes a positive, ethical example that will attract staff with similar qualities. The leaders that I would choose would impact the stakeholders and create a positive vision for the organization.
 * Theory Testing**
 * Evaluate Theory Value and Success**

References Argyris, C., (2006). Effective intervention activity. In J.V. Gallos (ED). //Organization// // development: A Jossey-Bass reader // (p 158-184) San Francisco, CA: Jossey-Bass.Austin, J. R., & Bartunek, J. M. (2006). Theories and practices of organizational development. In J. V. Gallos (Ed.), //Organization development: A Jossey-Bass reader// (pp. 89–128). San Francisco, CA: Jossey-Bass. Burnes, B. (2006). Kurt Lewin and the planned change approach: A reappraisal. In J. V. Gallos (Ed.), //Organization development: A Jossey-Bass reader// (p.133–157). San Francisco, CA: Jossey-Bass Cooperrider, D.L., & Sekerka, L.E., (2006). Toward a theory of positive organizational change. In J.V. Gallos (Ed). //Organization development: A Jossey-Bass reader// (p 223-238) San Francisco, CA: Jossey-Bass.

Cummings, T.G., & Worley, C.G. (2011). //Organization development and change// (p. 24-28) Mason, OH: South-Western Cengage Learning Dickens, L., & Watkins, K., (2006). Action research: Rethinking Lewin. In J. V. Gallos (Ed.), // Organization development: A Jossey-Bass reader // (pp.185–201). San Francisco, CA: Jossey-Bass

Kritsones, A., (2004-05). Comparison of change theories. //International Journal of Scholarly// //Academic Intellectual Diversity: 8, 1// retrieved from http://currentnursing.com/nursing_theory/change_theory.html.

Kotter, J.P. (2006). Leading change why transformation efforts fail. In J.V. Gallos (ED). // Organization development: A Jossey-Bass reader // (p 239-251) San Francisco, CA: Jossey-Bass.

Johnson, B., & Christensen, L., (2004). Quantitative, qualitative, and mixed research. Educational resarch, quantitative, qualitative, and m isced approaches. (p.31) Boston;Pearson. Patton, M., (n.d.) Theory. Laureate Education, Inc., custom ed. EDUC 8117-3 //Educational Organizations and Contexts//

Testing Theories Paper Becky Doane, Phyllissia Allmond, Beatrice Shaw**,** Michelle Martens-Dragalin Michelle.martens-dragalin@waldenu.edu A00113550 Special Education

Walden University June 30, 2012

Testing Theories Paper An operational theory in organizational development provides a coherent framework for renewal and change in an organization. The paper has various sections in order to provide an outline of testing theories and how they relate to the organization. Three, organizational developmental, theories are evaluated and synthesized in order to show why only one of these theories support changed in the organization. This paper will summarize State Elementary School (pseudonym) organization, compare and contrast three organizational theories, and identify the theory that best supports change in the organization. In addition, the final theory is evaluated to identify the benefits and challenges of this theory and how it relates to State Elementary School. **Organizational Developmental Theories: A Summary** A brief summary of the three organizational developmental change theories, presented include one of the following action research models include Lewin’s Theory, the Planned Model and Positive Organizational Change. The theories represent mixed methods and quantitative research, steps the organization need to follow to be successful and style of leadership needed to accomplish the organizational goals. The basic elements of each theory will be present and evaluated in one paragraph. The conclusion of this section will support the theory that provides the framework of the organization for State Elementary School. The theories of planned change model all follow a general model of planned change: entering and contracting, diagnosing, planning and implementing change and evaluating and institutionalizing change. There are three different theories: Lewin’s Change Model theory, Action Research Model and Positive Organizational Change, presented for evaluation in order to renew organization. Kurt Lewin was influenced by “Gestalt psychologists he had worked with in Berlin (Smith, 2001) (Burnes in Gallos, 2003).” Lewin conceived his theory based on their principles by suggesting that change in modification of those individuals who are responsible for keeping the system’s behavior stable. (Cummings & Worley, 2011). The three steps include unfreezing, movement and refreezing.. Action research model “focuses on planned change as a cyclical process in which initial research about the organization provides information to guides subsequent action. These models follow eight main steps and if often considered synonymous with OD. The third change model (Positive Change Model), “represents a significant departure from Lewin’s model and the action research process (Cummings & Worley, 2011, p 25).” Lewin’s planned change model and Action research model designed to provide a framework to show how an organization functions better. “The positive model has been applied to planned change primarily through a process called appreciative inquiry (Cummings & Worley, 2011, p. 27).” The positive model of planned has five phases of implementation. Theory testing is important because it determines why the organization needs help and which theory will provide the best framework to put the organization back on track. Theory explains how something happen, why the organization needs help. (Palton, Laureate, Inc.) The consultant selected the Positive Change Model theory in order to illustrate the State Elementary School assets. The actual assets will contribute to the positive change. The theory of Positive Change Theory is a quantitative approach to understanding what changes need to occur in State Elementary School organization. The outside consultant interviewed staff in the organization and the people in the neighborhood. The consultant will, also, review the history of the organization and identify the traditional practices of the school (Cooperider & Sekerda, 2006 in Gallos). As Dr. Palton (n.d) stated in the transcript about Positive Change Theory when he utilized Piaget as an example of how theory is tested, he stated that it is important that the theory holds up different cultures and across time. “That’s called deductive theory and deductive research (Patton, n.d).” Positive Change theory is deductive because the research is deduced from or derived from the theory (Patton, n.d.).” In order to make certain that this theory will provide an ethical framework, it is necessary to use it and test it out in the real world. The data that collected from the interviews and background information supports the choice of the Positive Change theory as a framework for the organization. This theory is of a top down planning change model, which makes the Positive Change a deductive theory. As a result, the selection of the leader is important. The leader will motivate the staff and report to the coalition committee had been selected by the consultant. The staff and neighborhood will react to positive role models who represent the staff and the turnaround committee. The positive change theory requires a principled leader in order to motivate the staff to do their best. The theory begins the change from the top, chosen from an independent consultant. The consultant forms a coalition team (a turnaround committee) to implement the theory and develop the changes needed at each step of the process. The research is objective and able to identify variables that develop based on evaluation at the different organizational levels. The consultant finds out what has caused the problem and identifies statistical relationship. The OD theory constantly reevaluated at each stage. The data used through a thin line as the hypothesis tests and the data is analyzed. The consultant research also analyzes the behavior of the people in the organization. The leader that is chosen has a dual reasonability and role within the organization that utilized the Positive Change theory as a framework. The leader is par of the State Elementary School and part of the coalition team. As a result, the leader will report changes and accept suggestions from the coalition team the staff. The staff will be part of the change and with the short term goals that have been set up will see the positive results of their world. The consultant will evaluate and interview the staff in order to maintain continuity with the coalition and verify the research. The research tests the Positive Change Theory verifies that it is from a top down method. This method tests the hypothesis and theory with data quantitative research (Johnsen & Christiansen, 2004). This data is based on precise measurement that are structured and validated. The final report consists of correlations, comparisons of means and the significance of the findings. Leadership that uses a positive approach and provides a positive role to the staff has been used in other schools. Those schools have closed their educational gap, not quickly, partly because of the leader that was chosen by the turnaround committee. **Conclusion** The Positive Change theory provides a framework to help State Elementary School toward a positive new beginning. A consultant is hired to instigate and provide results for positive change in the organizational development of the school. The consultant will put a coalition team together and hire a school leader. Leaders who expect the best from themselves and model this quality on a regular basis provide staff with a positive approach to their work. This attitude will establish a bond between the staff and neighbor The consultant would follow the quantitative research paradigm in order to change the school. The data from the rating scales and behavioral responses would establish the variables that identify statistical relationship, and this is shared with the leader. (Johnson and Christiansen, 2004). The leader would focus on influencing the staff toward a positive change and close the academic gap. This approach makes the staff want to help and meet the goals of the organization. State Elementary School requires that the academic gap close in order to establish a successful environment of the students. The leader promotes a positive, ethical example that will attract staff with similar qualities. The leaders that I would choose would impact the stakeholders and create a positive vision for the organization.
 * Theory Testing**
 * Evaluate Theory Value and Success**

References Argyris, C., (2006). Effective intervention activity. In J.V. Gallos (ED). //Organization development: A Jossey-// // Bass reader // (p 158-184) San Francisco, CA: Jossey-Bass.Austin, J. R., & Bartunek, J. M. (2006). Theories and practices of organizational development. In J. V. Gallos (Ed.), //Organization development: A Jossey-Bass reader// (pp. 89–128). San Francisco, CA: Jossey-Bass. Burnes, B. (2006). Kurt Lewin and the planned change approach: A reappraisal. In J. V. Gallos (Ed.), // Organization development: A Jossey-Bass reader // (p.133–157). San Francisco, CA: Jossey-Bass Cooperrider, D.L., & Sekerka, L.E., (2006). Toward a theory of positive organizational change. In J.V. Gallos (Ed). //Organization development: A Jossey-Bass reader// (p 223-238) San Francisco, CA: Jossey-Bass.

Cummings, T.G., & Worley, C.G. (2011). //Organization development and change// (p. 24-28) Mason, OH: South-Western Cengage LearningDickens, L., & Watkins, K., (2006). Action research: Rethinking Lewin. In J. V. Gallos (Ed.), //Organization// // development: A Jossey-Bass reader // (pp.185–201). San Francisco, CA: Jossey-BassKotter, J.P. (2006). Leading change why transformation efforts fail. In J.V. Gallos (ED). //Organization development: A Jossey-Bass reader// (p 239-251) San Francisco, CA: Jossey-Bass.

Johnson, B., & Christensen, L., (2004). Quantitative, qualitative, and mixed research. //Educational// // research, quantitative, qualitative, and mixed approaches. (p //. 31.)Boston; PearsonKAcademic Intellectual Diversity; 8:1, retrieved from [].Patton, M., (n.d.) Theory. Laureate Education, Inc., custom ed.

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===================================================================================================== Testing Theories Paper Operational theories in organizational development provide a coherent framework for renewal and change in an organization. I will summarize State Elementary School (pseudonym) organization; identify the theory that best supports change. In addition, I will test, evaluate and synthesize three additional theories, including the one that applies to my organization. The paper will conclude with an evaluation of organization change theory and an evaluation of benefits/challenges of this theory to State Elementary School. The paper will be divided into equal section in order to provide synopsis the theories. **Organization Development Theories: A Summary** A brief summary of each of the change theories is presented in section. The three theories of the planned change under the action research model are Lewin’s theory, the Planned Model, and Positive Organizational Change. The theories represent mixed methods and quantitative research, steps the organization need to follow to be successful and style of leadership needed to accomplish the organizational goals. The basic elements of each theory will be presented and evaluated in one paragraph. The conclusion of this section will support the theory that will provide a framework for the organization of my Course Project. The three theories, Lewin’s theory, the Planned Model, and Positive Organizational Change, presented for evaluation are used to renew organizations. Lewin developed Lewin’s theory, a planned change theory that is conceived as a change in modification of those individuals who are responsible for keeping the system’s behavior stable (Cummings & Worley, 2011). Lewin’s theory was developed based on mixed methods research and applied to specific events. The Planning Model is a continuation of Lewin’s theory and is also mixed methods’ research. Planning Model was developed by LIppitt, Watson, and Westley and later modified and refined by Kolb and Frohman. Lewin’s theory and the Planning Model are each step process; Lewin’s theory has three steps and the Planning Model has seven steps to this theory. The theories are a comprehensive attempt to define the phases of planned change. Each step of the theories is followed by reevaluation (Cummings & Worley, 2011). The Positive Organization Change theory is different from the other theories in that it starts with the assets of the organization instead of the deficits and relies on a leading through example rather than steps for a successful program outcome (Cooperrider & Sekerka, in Gallos, 2006; Cummings & Worley, 2011). **Theory Testing** Theory testing is important because it explains how the world is the way it is or in this case how the organization is the way it. As a result, a theory explain how something happened, why the organization (Patton, Laureate, Inc). The consultant selects the Positive Organization Change theory in order to illustrate the State Elementary School assets. The actual assets will contribute to it change. In addition, the consultant will choose the turnaround or coalition committee and leader will represent the change and keep the staff and neighborhood in the change. The theory of Positive Organizational Change is a quantitative approach to understanding what changes need occur in State Elementary School organization. The outside consultant interviewed staff in the organization and the people in the neighborhood. The consultant will, also, review the history of the organization and identify the traditional practices of the school (Cooperrider & Sekerka, 2006 in Gallos). As Dr. Patton (n.d.) stated in the transcript about Theory when he utilized Piaget as an example of how theory is tested, it is important to hold up in different cultures and across time. “That's called deductive theory and deductive research (Patton, n.d.).” Positive Organizational Change theory is deductive because the research is deduced from or derived from the theory (Patton, n.d.). In order to make certain that this theory will provide an ethical framework, it is necessary to use it and test it out in the real world. The data that collected from the interviews and background information supports the choice of The Positive Organizational Change theory as a framework for the organization. This theory is of a top down planning change model, which makes the Positive Organizational Change a deductive theory. As a result, the selection of the leader is important. The leader will motivate the staff and report to the coalition committee which had been selected by the consultant. The staff and neighborhood will react to a positive role model who represents the staff and the turnaround committee. **Evaluate Theory Value and Success** The positive organization change theory requires a principled leader in order to motivate the staff to do their best. The theory begins the change from the top, chosen from an independent consultant. This consultant forms a coalition team to implement the theory and develop the changes needed at each step of the process. The researcher is objective and able to identify variables that develop based on evaluation at the different organizational levels. The consultant finds out what has caused the problem and identifies statistical relationships. The planning theory, constantly reevaluated at each stage. The data is used through a thin line as the hypothesis is tested and the data is analyzed. The consultant researcher also analyzes the behavior of the people in the organization. The leader that is chosen has a dual reasonability and role within the organization that utilizes the Positive Organizational Change theory as a framework. The leader is part of State Elementary School and part of the coalition team. As a result, the leader will report changes and accept suggestions from the coalition team and the staff. The staff will be part of the change and with the short term goals that have been set up will see the positive results of their work. The consultant will evaluate and interview the staff in order to maintain continuity with the coalition and verify the research. The research tests the Positive Organization Change theory and verifies that it is from a top down method. This method tests the hypothesis and theory with data quantitative research (Johnsen & Christiansen, 2004). This data are based on precise measurement that are structured and validated. The final report consists of correlations, comparisons of means, and the significance of the findings. Leadership that uses a positive approach and provides a positive role model to the staff has been used in other schools. Those schools have closed their educational gap, not quickly, partly because of the leader that was chosen by the turnaround committee. **Conclusion** The Positive Organization Change theory  will provide a framework help State Elementary School toward a positive new beginning. A consultant is hired to instigate and provide results for positive change in the organizational development of the school. The consultant will put together a coalition team and hire a school leader. Leaders who expect the best from themselves and model this quality on a regular basis provide staff with a positive approach to their work. This attitude will establish a bond between the staff and neighborhood. The consultant would follow the quantitative research paradigm in order to change the school. The data from the rating scales and behavioral responses would establish the variables that identify statistical relationship and shared with the leader (Johnson and Christiansen, 2004). The leader would focus on influencing the staff toward a positive change and close the academic gap. This approach makes the staff want to help and meet the goals of the renewing the organization. The school in question required that the academic gap between the peer and standards be met in order to establish a successful environment of the students. The leader promotes a positive, ethical example that will attract staff with similar qualities. The leaders that I would choose would impact the stakeholders and create a vision for the organization.

**References** Argyris, C., (2006). Effective intervention activity. In J.V. Gallos (ED). //Organization development: A Jossey-Bass reader// (p 158-184) San Francisco, CA: Jossey-Bass.

Austin, J. R., & Bartunek, J. M. (2006). Theories and practices of organizational development. In J. V. Gallos (Ed.), //Organization development: A Jossey-Bass reader// (pp. 89–128). San Francisco, CA: Jossey-Bass.

<range type="comment" id="456945">Burnes, B. (2006). Kurt Lewin and the planned change approach: A reappraisal. In J. V. Gallos (Ed.), //Organization development: A Jossey-Bass reader// (p.133–157). San Francisco, CA: Jossey-<range type="comment" id="943186">Bass

<range type="comment" id="804992">Cooperrider, D.L., & Sekerka, L.E., (2006). Toward a theory of positive organizational change. In J.V. Gallos (ED). //Organization development: A Jossey-Bass reader//<range type="comment" id="909052"> (p 223-238) San Francisco, CA: Jossey-Bass.

Cummings, T.G., & Worley, C.G. (2011). //Organization development and change// (Laureate Education, Inc., custom ed.) mason, OH: South-Western Cengage Learning

<range type="comment" id="564018">Dickens, L., & Watkins, K., (2006). Action research: Rethinking Lewin. In J. V. Gallos (Ed.), //Organization development: A Jossey-Bass reader// (pp.185–201). San Francisco, CA: <range type="comment" id="939015">Jossey-BassKotter, J.P. (2006). Leading change why transformation efforts fail. In J.V. Gallos (ED). //Organization development: A Jossey-Bass reader// (p 239-251) San Francisco, CA: Jossey-Bass.

Johnson, B., & Christensen, L., (2004). Quantitative, qualitative, and mixed research. //Educational research, quantitative, qualitative, and mixed approaches. (p//. 31.)Boston; Pearson

<range type="comment" id="744448">Kritsones A. (2004-20050 Comparison of Change Theories. International Journal of Scholarly

Academic Intellectual Diversity; 8:1, retrieved from

http://currentnursing.com/nursing_theory/change_theory.html.

Patton, M., (n.d.) Theory. Laureate Education, Inc., custom ed. ||
 * **The Four Types of Academic Writing referred to in this rubric:**

This type of academic writing is clear expository writing in a manner that condenses the subject under study into a more concise précis or summary. The writer rehearses only key information and recasts this information in the writer’s own words. The goal of summary is comprehensiveness and clarity in highlighting the gist of the subject.
 * Summary**

This type of writing often builds on summary. It is clear expository writing in a manner that intentionally communicates a writer’s opinion about the subject under study. Evaluation shows the value, importance, and implications the writer finds in the subject. The goal of evaluation is to justify that assessment with reasoned argument and an appeal to expert authorities or experience. Good evaluation explains the implications of the writer’s assessment.
 * Evaluation**

This type of academic writing is a higher order type of clear expository writing. In analysis, the writer unpacks, separates, and deconstructs the subject under study into individual key elements, ideas, or features. In this manner, the writer thoughtfully examines how these key elements relate to one another by comparing and contrasting the various elements in the light of theory and experience. The goal of analysis is a deep insight into the subject.
 * Analysis**

This type of academic writing is a still higher order of academic writing. Synthesis is clear and creative expository writing in a manner that thoughtfully considers the key elements from two or more subjects under study and links them together to create a new point or idea. The goal of synthesis is the creative, well-reasoned, extension and application of the subject under study to other ideas, subjects, or issues in the field or beyond.
 * Synthesis**

**How to Cite Authors in our Gallos Text**

The purpose of APA and any other academic style is largely two-fold: (1) to give credit for the ideas and research that we use (2) to give retrieval information from whence the idea or research came.

We have been incorrectly citing the authors we are reading in the Gallos text. Too many of us are citing the separately authored articles in Gallos as we would chapters in a monograph. Think instead of how you would cite an article in a journal.

Because you find something in the Gallos text, an edited volume of chapters by different authors, does not mean that the credit for the idea goes to Gallos. The credit goes to the chapter author. (That is the purpose of the in-text citation: to credit the owner of the idea.) The only important information Gallos provides is retrieval information. Therefore, the Reference List is the place for that information.

//Example//:

“According to Schein (2006), organizations cannot profess team work and at the same time encourage a reward system based on individual performance.”

//(Paper author credits the “owner” of an idea or research study.)//

References

Schein, E.H. (2006). So how can you assess your corporate culture? In J. Gallos (Ed.), //Organization development: A Jossey-Bass reader// (pp. 614–633).San Francisco,CA: Jossey-Bass.

//(Paper author provides retrieval information for the reader to find the original source of the ideas credited.)//

Gallos should only appear in the reference list so that readers know from whence Schein was retrieved. (Notice that I capitalized the proper name in the subtitle above.) Remember that the in-text citation credits the "owner" of the idea or research in question. The reference list tells the reader where to find the idea or research. My expectation is 100% compliance to this key standard in all module 5 and 6 work. || **EDUC 8117, Module 2** **Assignment 2: Testing Theories Paper** ||  **15** **Points** **Available** ||  **Points** **Earned** ||
 * **Assignment Standards** ||  ||   ||
 * You provided a well-written paper that demonstrated critical thinking and analysis in light of the assignment. ||  ||   ||
 * **Part 1. Organization Development Theories: A Summary**
 * 1) Briefly summarized selected elements of the change theories selected in one paragraph.
 * 2) Identified and summarized one theory.
 * 3) Traced the antecedents/history of the theory.
 * 4) Analyzed why it would be a good lens through which to view the organization chosen for the Course Project. ||  3  || points earned ||
 * **Part 2. Theory Testing**
 * 1) Evaluated the theory selected according to the **Use of** **Theory Checklist** found in the Resources Section. ||  3  || points earned ||
 * **Part 3. Evaluate Theory Value and Success**
 * 1) Evaluated the anticipated successes of the change theory in question in making a difference to selected organization.
 * 2) Described the benefits of using this theory with the organization in an analytical or synthetic fashion, as appropriate.
 * 3) Analyzed challenges/pitfalls that should be considered in applying this change theory to the chosen organization. ||  6  || points earned ||
 * **Writing Style and APA 6th** ||  ||   ||
 * Paragraphs displayed proper grammar, sentence structure, and spelling. Cover page and headings were used effectively. Scholarly tone, including appropriate use of first person, was evident. || 1  || points earned ||
 * In-text citations included for all ideas. References for the citations were provided using APA 6th formatting. In particular, references to authors in the Gallos edited volume were correct. (See citation advice below.) || 1  || points earned ||
 * **TOTAL** ||  **15 pts.**  ||   ||   ||

Testing theories Paper:

Writer; Michelle, Beatrice Monitor: Phyllisia APA: Becky, Phyllisia Researcher: All Members

Focus: Educational Organziation **Assignment 3: Digging Deep: State University School of Education Case Study—Part 1** ||  **Maximum** **of 15** **Points** || Comments: : Phyllisia, Becky || 1  || Approximately 4 points for each section.
 * **EDUC 8117, Module 3**
 * **Assignment Standards** ||  ||
 * You included a well-written paper that demonstrates critical thinking and analysis in light of the questions.
 * **Paper** ||
 * **Paper** ||
 * **The learner’s paper addresses each of the following components:**
 * **The learner’s paper addresses each of the following components:**

Comments: || 1  || Comments: Phyllisia, Becky || 1  || = =
 * A **development scenario** that describes the impact of change on the organizational elements
 * The **completed chart** that describes the impact on the organizational elements
 * A **narrative statement** that describes the impact of these changes on the organization and how change in that area could impact the individual, group, and organization: Michelle & Beatrice || 12  ||
 * **Writing Style and APA 6th** ||  ||
 * Your paragraphs displayed proper grammar, sentence structure, and spelling. Cover page and headings were used effectively. Scholarly tone, including appropriate use of first person, is evident.
 * You included in-text citations for any ideas you included from your texts, References for the citations were provided using APA 6th formatting.
 * **TOTAL** ||  **15 pts.**  ||