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The document is a study guide for Art 101 quizzes, detailing specific artworks, terms, and artists from various periods such as Paleolithic, Mesopotamian, Egyptian, Aegean, Greek, Roman, Judaic, Byzantine, and Islamic art. It outlines which works and vocabulary students must know for each module's quizzes, emphasizing the cultural significance and qualities of each piece. Additionally, it includes a case study about creating a culture of empowerment and accountability at St. Martin de Porres High School, illustrating leadership strategies in educational settings.

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ART 101 Study Guide for the Quizzes This Study Guide provides lists of specific works, terms and individuals on which the quizzes will be based. Be able to identify the artists and titles, but also know about the subjects, stylistic qualities and why these works are good examples of their respective periods. It’s helpful to have the study guide at hand while reading the Stokstad text, so that you’ll know on which works to focus. The numbers correspond to the illustration numbers in the text. Module 1 Quiz is based on the following artworks and vocabulary: Paleolithic period, 40,000-7,000 BCE 1-1 Spotted Horses with Human Hands 1-7 Woman of Willendorf 1-11 Hall of Bulls, Lascaux,
1-12 Bird Headed Man with Bison 1-13 Bison, from Altamira Neolithic period, 8,000-2,300 BCE 1-21, 1-22 Stonehenge Vocabulary to know for prehistoric art: megalith post and lintel Mesopotamian art: Sumerian, 3,500-2,340 BCE 2-4 Carved Vase (Uruk Vase) 2-5 Votive Statues from the Square Temple page 32 Great Lyre with Bull’s Head 2-8 Cylinder Seal and its impression Mesopotamian art: Akkadian, 2340-2180 BCE 2-1 Stele of Naramsin Mesopotamian art: Ur and Lagash 2-11 Nanna Ziggurat, Ur 2-12 Votive Statue of Gudea
Mesopotamian art: Babylonian, 1800-1600 BCE 2-13 Stele of Hammurabi Vocabulary and names to know for Prehistoric and Mesopotamian art: Cuneiform Gudea Hammurabi relief stele ziggurat Module 2 Quiz is based on the following artworks and vocabulary: Egyptian art, Old Kingdom, 3,000-2181 BCE Page 53 Palette of Narmer 3-4 Stepped Pyramid of Djoser 3-5 Great Pyramids, Giza 3-9 Khafre 3-10 Menkaure and a Queen
3-11 Seated Scribe 3-13 Ti Watching a Hippopotamus Hunt Egyptian art: Middle Kingdom, 2055-1650 BCE 3-15 Rock-cut Tombs, Beni Hasan Egyptian art: New Kingdom, 1550-1069 BCE 3-1 Funerary Mask of Tutankhamen 3-23 Funerary Temple of Queen Hatshepsut 3-28 Akhenaten and his Family 3-30 Nefertiti 3-32 Inner coffin of Tutankhamen 3-37 Judgment of Hunefer Before Osiris Vocabulary and names to know for the Egyptian periods Akhenaten and Nefertiti Djoser Hatshepsut Hieroglyphics ka
mastaba Menkaure, Khafre and Khufu Narmer sarcophagus Tutankhamen Module 3 Quiz is based on the following artworks and vocabulary: Aegean art: Minoan, 3,000-1,375 BCE 4-5 Reconstruction of the Palace of Knossos 4-7 Bull Leaping 4-9 Harvester Vase 4-11 Octopus Flask 4-13 Vapheio cup Aegean art: Mycenaean, 3,000-1,000 BCE 4-16, 4-17 Citadel, Mycenae, with Lion Gate 4-21 “Mask of Agamemnon” 4-22 Dagger Blade with Lion Hunt
4-23 to 4-25 Treasury of Atreus Vocabulary to know for the Aegean cultures: corbelling fresco kamares ware relieving triangle tholos Greek vase painting 5-2 Funerary vase (krater) from the Dipylon Cemetery, Athens, an example of the Geometric style 5-4 Olpe, from Corinth an example of the Orientalizing style 5-1 Exekias, Ajax and Achilles Playing a Game (amphora) an example of Black figure style page 122 Euphronios and Euxitheos, Death of Sarpedon (krater), an example of Red Figure style Greek Archaic period, sculpture and architecture, 620-480 BCE 5-9A, 5-9B Temple of Hera I 5-13 to 5-15 Pediment from the Temple of Aphaia, Aegina, and
two warriors 5-18 Standing Youth (Kouros) 5-20 Anavysos Kouros 5-21 Peplos Kore Vocabulary for Archaic Greek art: amphora kore kouros krator olpe Module 4 Quiz is based on the following artworks and vocabulary: Greek Classical period, 480-323 BCE 5-30 Warrior 5-37 Kallikrates and Iktinos, Parthenon, Athens 5-38 sculpture from east pediment of the Parthenon 5-41 Young Women and Men, Parthenon frieze detail 5-43 Polykleitos, Spear Bearer (Doryphoros)
5-45, 5-46 Porch of the Maidens, Erechtheion, Athens 5-47 Nike Adjusting her Sandal 5-53 Praxiteles(?), Hermes and the Infant Dionysos 5-54 Praxiteles, Aphrodite of Knidos 5-55 Lysippos, The Man Scraping Himself (Apoxyomenos) 5-57 Battle of Issos Greek Hellenistic period, 323-31 BCE Page 151 Theater at Epidauros 5-63, 5-64 Altar from Pergamon, Athena Attacking the Giants 5-65 Laocoon and his Sons 5-66 Nike of Samothrace 5-67 Old Woman 5-68 Aphrodite of Melos (Venus de Milo) Vocabulary and names to know for Classical and Hellenistic Greece: architrave caryatid cella (naos) column
capital contrapposto Corinthian column Doric column frieze Ionic column pediment Iktinos and Kallikrates Pheidias Polyklietos Praxiteles Lysippos Alexander the Great Module 5 Quiz is based on the following artworks and vocabulary Roman period, 509 BCE – 330 CE 6-15 Patrician Carrying Portrait Busts of Two Ancestors
6-16 Pont du Gard, Nimes 6-18 Augustus of Primaporta 6-19, 6-21 Ara Pacis Augustae, Imperial Procession 6-29 Initiation Rites of the Cult of Bacchus 6-30 Cityscape 6-35, 6-36 Arch of Titus, Spoils from the Temple of Jerusalem 6-37, 6-38 Colosseum, Rome 6-48 to 6-51 Pantheon, Rome 6-56 Equestrian Statue to Marcus Aurelius 6-59 Caracalla 6-65, 6-66 Arch of Constantine and its reliefs 6-67, 6-68A-B Basilica of Maxentius and Constantine Vocabulary and names to know for Roman art: apse arcade arch Augustus barrel vault
basilica chiaroscuro clerestory coffers Constantine groin vault nave triumphal arch Module 6 Quiz is based on the following artworks and vocabulary: Judaic and Early Christian art, 1 st through 6 th Centuries 7-3, 7-4 Synagogue from Dura-Europas, Syria, with The Crossing of the Red Sea 7-8 Good Shepherd, Orants, and Story of Jonah, catacomb ceiling 7-12 Church of Santa Sabina, Rome
7-10, 7-11 reconstruction of Old Saint Peters 7-14A-B, 17-15 Church of Santa Costanza, Rome 7-17 Sarcophagus of Constantia 7-18 Sarcophagus of Junius Bassus 7-21 Good Shepherd mosaic Vocabulary for Judaic and Early Christian art ambulatory apse catacombs mosaics narthex nave transept Module 7 Quiz is based on the following artworks and vocabulary: Byzantine art, begins in the 5 th Century
8-2 to 8-4 Church of Hagia Sophia, Istanbul 8-5, 8-6 Church of San Vitale, Ravenna 8-7 Christ Enthroned 8-8 Emperor Justinian and Attendants, San Vitale 8-9 Empress Theodora and Attendants, San Vitale 8-21 Christ Panokrator 8-22 Crucifixion Early Islamic art, 610-10 th Century 9-3A-B, 9-4 Dome of the Rock, Jerusalem 9-6 to 9-9 Great Mosque, Cordoba Vocabulary for Byzantine and Early Islamic art: Justinian Theodora pendentives Muhammad Qur’an
mosque mihrab Module 8 Quiz is based on the following artworks and vocabulary: Romanesque period, 1050-1150 16-4, 16-5 Cathedral of Saint James, Santiago de Compostela 16-21, 16-22 South Portal, Church of Saint Pierre, Moissac page 496 Last Judgment tympanum, Cathedral of Saint-Lazare, Autun 16-27 Virgin and Child page 501 Bayeux Tapestry 16-34 St. Matthew, from the Codex Colbertinus Gothic period, 1150-1400 Know about Abbot Suger, and how he initiated Gothic architecture with Abbey Church of Saint-Denis. 17-4 to 17-6, 17-8, 17-9, 17-10 Chartres Cathedral, its sculpture and glass 17-14 Annunciation and Visitation, Reims Cathedral
17-21 Queen Blanche of Castile and Louis IX, from a Moralized Bible Vocabulary and names to know: Abbot Suger ambulatory archivolts choir flying buttress gallery jamb statues narthex ribbed vault rose window tracery transept triforium tympanum
Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A) Case Author: Liz Livingston Howard, Sachin Waikar & Gail Berger Online Pub Date: March 06, 2016 | Original Pub. Date: 2011 Subject: Organizational Behavior, Organizational Culture, Change Leadership Level: Basic | Type: Direct case | Length: 2444 words Copyright: © 2010 Kellogg School of Management at Northwestern University Organization: St. Martin de Porres High School | Organization size: Medium Region: United States of America | State: Industry: Education Originally Published in: Howard, L. L., Waiker, S., & Berger, G. (2011). Creating a Culture of Empowerment and
Accountability at St. Martin de Porres High School (A). 5-410- 755(A). Evanston, IL: Kellogg School of Management, Northwestern University. Publisher: Kellogg School of Management DOI: http://dx.doi.org/10.4135/9781473971455 | Online ISBN: 9781473971455 javascript:void(0); javascript:void(0); javascript:void(0); javascript:%20void(0); javascript:%20void(0); javascript:%20void(0); javascript:%20void(0); http://dx.doi.org/10.4135/9781473971455 © 2010 Kellogg School of Management at Northwestern University This case was prepared for inclusion in SAGE Business Cases primarily as a basis for classroom discussion or self-study, and is not meant to illustrate either effective or ineffective management styles. Nothing herein shall be deemed to be an endorsement of any kind. This case is for scholarly, educational, or personal use only within your university, and cannot be forwarded outside the university or used for other commercial purposes. 2018 SAGE Publications Ltd. All Rights Reserved. This content may only be distributed for use within Southern
New Hampshire Univ. http://dx.doi.org/10.4135/9781473971455 SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 2 of 7 http://dx.doi.org/10.4135/9781473971455 Abstract Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin de Porres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview
of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises. Case “So where do we start?” Mike Odiotti and Judy Seiberlich asked each other this question simultaneously as they sat in the small administrative office of St. Martin de Porres High School in Waukegan, Illinois. It was July 2008, and the pair had just begun their new positions as the school's principal (Odiotti) and assistant principal (Seiberlich). By all accounts, the new administrators had their work cut out for them. St. Martin de Porres (SMdP), based on the Cristo Rey model of funding high school education with corporate internships, had opened in August 2004. In its first four years, SMdP had already had two presidents and two principals before Odiotti and Seiberlich arrived. Moreover, the new administrators had inherited a status quo that included challenges related to students (nearly 2,400 instances of tardiness in the previous year and 26 percent of the senior class failing to
graduate on time in 2008); teachers (a tendency to place most of the blame for poor performance on students); and the administration (a limited focus on empowerment and accountability for both students and teachers). Recent survey results suggested that only a minority of SMdP's teachers believed that school policies were administered fairly and consistently or that the school had an organization-wide philosophy about the learning process. Partly as a result, teacher turnover had consistently been higher than ideal. It was clear to Odiotti and Seiberlich that they had to change major aspects of SMdP to promote its progress and, ultimately, its survival. What was less clear was exactly how to make the right set of mutually reinforcing changes to SMdP's practices and policies. Reminding themselves of their commitment to improving students' lives by creating a learning organization, Odiotti and Seiberlich considered where to start. SMdP Background SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 3 of 7 Plans for SMdP began in 2001, when an advisory committee
received a grant to undertake a feasibility study for establishing a Cristo Rey model high school to serve the area.1 The decision to open the school in Waukegan, a community forty miles north of Chicago, was made in January 2003. It was to be part of the Cristo Rey Network, a group of twenty-four high schools across the United States that “provide a quality, Catholic, college preparatory education to urban young people who live in communities with limited educational options.”2 The Cristo Rey model included the idea that students work at corporate internships to help fund their high school education. SMdP's board of trustees was established in May 2003 with twenty-seven members representing religious organizations, educators, business professionals, and other leaders from the community. The board hired the first president in August 2003. Student enrollment exceeded one hundred students by June 2004, and SMdP's opening ceremonies were held on August 23, 2004. SMdP's mission statement emphasized student development through education and work experience: St. Martin de Porres High School, a Catholic, coeducational college preparatory school, is located in Waukegan, Illinois. The school is committed to academic
excellence made affordable for young people of limited options through each student's participation in the Hire4Ed (Corporate Internship) Program. St. Martin de Porres High School, a member of the Cristo Rey Network, strives to develop the full potential of each student in an atmosphere of mutual respect for the religious and cultural heritage of every individual. SMdP also strove to uphold three standards for students: to be prepared for work, prepared for college, and committed to community justice and peace. When Odiotti and Seiberlich arrived, SMdP's student body was approximately 80 percent Latino and 15 percent African- American, with about 75 percent of the student body qualifying for free or reduced lunch, in keeping with the school's mission of serving young people of limited options. Organizationally, SMdP's principal reported to the president, who in turn reported to the board. Before They Came to St. Martin de Porres Mike Odiotti and Judy Seiberlich brought to SMdP rich experience from multiple learning organizations and communities in need. Odiotti (known as “Mr. O” to SMdP students) earned a B.S. in finance from Boston College's Carroll School of Management in 1996, followed by a M.Ed. in curriculum and instruction— with an emphasis on leadership—from the college's Lynch School of Education in 1998. From 2004 to 2007 he worked as an assistant principal in the Boston
Public Schools system under the guidance of Elliot Stern. Odiotti's leadership style was heavily influenced by Stern, who became a professor at Harvard's Graduate School of Education. As a fellow for leadership expert Ron Heifetz, Stern introduced Odiotti to Heifetz's models and tactics, central to which was the idea of generating and sustaining adaptive change within organizations. Odiotti sought to implement this theme at SMdP. Most who met Odiotti immediately noted his ability to engage quickly and his thoughtful, no-nonsense approach. Seiberlich (known to SMdP students as “Sister Judy”) said, “I've been in high school my whole SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 4 of 7 life”; she had started teaching in 1964, then moved into administration in the 1980s, always at the high-school level. Seiberlich focused much of her career on serving underprivileged children, including those at Chicago's inner-city schools. “My leadership style comes out of the struggles we've had in my community since the 1960s,” she said, “especially the idea of how to build a global community centered on peace and justice.” Seiberlich first came into
contact with SMdP through the Sinsinawa Dominicans, the religious order to which she belonged. The group asked her to serve on SMdP's board; she agreed, and ultimately decided to seek a leadership role with the school. Seiberlich's strong focus on community- building was clear in her warm and caring demeanor. Odiotti and Seiberlich interviewed for the position of SMdP principal in early 2008. Both were asked whether they would consider working as assistant principal for the school. “Absolutely not,” Odiotti answered. “I'd actually prefer to be assistant principal,” Seiberlich said. Both began their official positions with SMdP in summer 2008, though Odiotti had been volunteering at the school since January of that year. The Status Quo As a first step to understanding the challenges they faced, Odiotti and Seiberlich collected quantitative and qualitative data through school records, one- on-one teacher interviews, and paper-based student and teacher surveys. The patterns these and subsequent observations revealed suggested that the new administrators faced many issues. Student-Related Issues Multiple indicators pointed to challenges related to SMdP's student body. During the previous year, the school's 211 students tallied among them 2,390 “tardies,” or late arrivals at school— an average of more than ten tardies per student. The school's
credit-retrieval system, or the way students made up failed classes, was another indication of trouble. When Odiotti and Seiberlich first started, there was a backlog of credits that needed to be made up; many seniors were missing class credits they should have completed as freshmen. Compounding the problem was the students' attitude toward credit retrieval. They were to complete make-up coursework using an interactive online system (NovaNet), but they tended not to take the sessions seriously, dawdling or even failing to show up for them. The credit-retrieval problem contributed to a large number of students failing to graduate on time. Almost a quarter of the class of 2008—ten of forty-two students—did not complete their academic requirements in time to graduate. Non-academic issues plagued the school as well. Physical fights, while not routine events, were not uncommon. “On my first day here, there was a fist fight in the hall,” said SMdP's counselor and social worker, who had been with the school since its inception. Similarly, there was an overall dearth of respect for teachers and classmates. For instance, students who forgot their electronic keycards that opened their classroom's main entry doors tended to hammer on the doors and nearby windows to be let in, disrupting multiple classrooms. Students also often caused disruptions by entering classrooms through side—rather than main—doors. Several factors helped account for the situation at SMdP. One
underlying element was what Odiotti and Seiberlich called a “middle-school mentality” among the students. Specifically, they thought the juniors and seniors, many of whom had transferred to SMdP from other area high schools, had brought difficult attitudes and behaviors to the school, making them less- SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 5 of 7 than-ideal role models for the younger students. “There was a funny edge to the classrooms; I got a ‘jangling’ feeling when I observed the classes,” Seiberlich said. “It felt much more like a junior high than a high school.” One English teacher corroborated this feeling: “When I got here two years ago, some students were begging for strong academics, but others wanted to promote a very non-academic atmosphere and make it difficult for their classmates to succeed.” Teacher-Related Issues Teacher attitudes exacerbated students' performance issues. According to the campus minister and theology teacher, in the past teachers “always made it about the students,
saying, ‘They’re not doing what they should be doing,’” partly to absolve themselves. With regard to the credit-retrieval system, supervising teachers tended to “baby” the students by providing answers to the online tests or letting them avoid working on the make-up material at all, according to a SMdP science and math teacher. Moreover, teachers tended to be resistant to observation and other forms of evaluation. A resource teacher noted that when she was asked to assess teacher performance in 2007, she experienced “an incredible amount of pushback” from colleagues. “They saw me as a threat,” she recalled. A teacher who had been evaluated agreed, saying, “There was no explanation for it. So it felt like a spy coming in.” Such patterns contributed to poor student and teacher performance and to an increased need for summer school and other remedial efforts. The faculty survey Odiotti and Seiberlich conducted illuminated teachers' negative perceptions in key areas, including the administration of school policies and the presence of a school-wide philosophy concerning the learning process (see Exhibit 1). Most teachers also endorsed the idea that SMdP as an organization needed to “decide who we are and whom we can serve,” and expressed the hope that the new leadership would provide “visual presence.” Not surprisingly, teacher turnover was high when Odiotti and Seiberlich joined the school. SMdP had eleven teachers in 2004, its first year of operation. Each year after that, the school was forced to replace four or five teachers; when Odiotti and Seiberlich came on board in
2008, six new teachers started with them. Administration-Related Issues The previous principal had come to SMdP to help create an atmosphere for learning and had recognized the challenge of the ethnic, racial, and academic diversity of the student body. She worked with the groups of students, encouraging them to know and respect each other, which led to a safer and more welcoming atmosphere. She also recognized that the students needed greater clarity regarding expectations and disciplinary consequences. Some staff members went too far in their efforts to support students, whereas others believed that students needed to be more accountable for their actions and performance. That principal unfortunately left the school after only a short time. In sum, there was no shortage of goodwill at SMdP, but few good structures, systems, or solutions. “We were a Cristo Rey school in terms of high standards,” one teacher said, “but offered very little to help students meet the standards.” She added, “There were lots of Band- Aid solutions. We weren't providing the scaffolding our students needed.” That is not to say that SMdP administrators were not aware of the challenges or thoughtful in their approach before Odiotti and Seiberlich arrived. Both new administrators noted that the dean of students, who had been hired by the previous principal, was keen on changing the school's SAGE SAGE Business Cases
© 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 6 of 7 1. 2. 3. 4. culture in a measured way. “He was smart about people and leadership and was all about conversations,” Seiberlich said. “He asked, ‘What’s best for the school? How can we make it work?'” The dean of students brought to SMdP more than twenty years in corporate human resources work, including many years of experience at Allstate. He recalled, “When I joined SMdP, I was called the dean of discipline, which wasn't necessarily accurate. My challenge was not to just sit back and wait for someone to call me about a student-related problem.” Odiotti and Seiberlich agreed that although the dean's intentions were positive, his influence was weakened because his role had not been defined broadly enough. All of these problems and patterns contributed to a general perception among outsiders of SMdP as an “alternative” school. Worse, insiders shared the
sentiment; many students embraced a negative attitude toward academics—and one another. For example, one teacher noted, “Students were called ‘smart’ in a mocking way.” She recalled a 2007 incident representative of students’ perceptions: “We had taken the kids on a field trip to the Adler Planetarium, where they met students from other schools. When one of those kids expressed unfamiliarity with SMdP, one of our students said, ‘It’s a school for poor kids.’” The Challenge Ahead Through their initial research and observations, Odiotti and Seiberlich knew they faced challenges in every dimension of the school they were to lead: students, teachers, and administration. Based on their backgrounds and philosophies as educators and leaders, they were committed to overhauling SMdP's culture to build a true learning organization. They faced many questions: Where to start? How could they rally SMdP's stakeholders around a new learning philosophy and set of policies and practices? How would the stakeholders respond to the many changes they envisioned? One of the only answers Odiotti and Seiberlich already had was their response to a simple question: When should they start making changes? Now. Discussion Questions How would you describe the culture at SMdP before the arrival of Odiotti and
Seiberlich? Was the school's culture aligned with its mission? Given the situation, what specific challenges did Odiotti and Seiberlich face? How are these challenges related? What would you do if you were Odiotti and Seiberlich? How would you “fix” SMdP? Where would you start if you wanted to build a new culture? How would you integrate the different elements of your solution? Notes and References 1. H i s t o r i c a l a n d m i s s i o n i n f o r m a t i o n f r o m t h e S M d P w e b s i t e , http://www.smdpwaukegan.org/about/history.htm (accessed June 16, 2010). 2. Cristo Rey Network website, http://www.cristoreynetwork.org/about/index.shtml (accessed June 16, 2010). http://dx.doi.org/10.4135/9781473971455 SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 7 of 7 http://www.smdpwaukegan.org/about/history.htm http://www.cristoreynetwork.org/about/index.shtml http://dx.doi.org/10.4135/9781473971455
MGT 510: Final Project Guidelines and Rubric Overview In this final project, you will analyze the case study “Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School” and develop an evaluative response paper. The case is an account of how St. Martin de Porres High School (SMdP) was transformed from a school plagued with student failure and high teacher turnover into a true learning organization carrying out its mission of serving “young people of limited options.” Your response paper will assess the strengths and weaknesses of the organization and propose solutions and strategies for transforming the organizational culture. The paper should be 13–15 pages and adhere to APA standards. This assessment will measure student competency with respect to the following course outcomes: communication strategies for their strength in fostering organizational cultures of customer service diversity, enterprise, and brand stewardship through effective verbal and written presentations
employee talent, facilitate high-performance teams, and align well with the organizational culture ions for complex organizational conflict scenarios that align with organizational goals and culture and reflect systems-level decision-making support for employees and maintain alignment to the values, mission, culture, and goals of organizations organizational cultures that reflect the values of an organization and are consistent with one’s ethical framework Prompt Your presentation should answer the following prompt: What are strengths and the weaknesses of the organization in its approach to realizing its mission of serving “young people of limited options”? How can SMdP create and maintain an appropriate and effective organizational culture? Specifically, the following critical elements must be included: o To what extent is the mission statement transparent to internal and external stakeholders? To what extent is the mission statement cogent,
meaningful, and “customer-oriented” (in this case, think of the students and larger community as the customers)? o What are the strengths and weaknesses of the culture? Assess the specific issues around each of the following: team performance, empowerment, and autonomy. o What are the essential management and operational approaches? What are some of the basic organizational assumptions around morale and motivation? o How is the organizational culture misaligned to the mission statement? To what extent are students, teachers, and administrators being held accountable to the mission statement? o To what extent are there signs of a toxic culture at SMdP? o To what extent are there ethical issues facing administration, teachers, and students at SMdP? o What should be the major objectives of the remediation plan? (Note: The overarching goal of the plan must be to address the misalignment of the organizational culture to the mission statement.) o What should be the specific tactics employed to create an appropriate and effective organizational culture? These could include organizational
restructuring efforts, replacing individuals, revisiting the mission statement of the organization, and so forth. o Provide example artifacts of organizational culture that would promote the actualization of the mission statement. o What are the potential challenges of implementing the solutions? These could include the mindsets of the stakeholders and their willingness to take part in the change. How can these challenges be addressed? o What should the communication and training plans be for effectively supporting and empowering administration, teachers, and students through the transition? o How can one ensure that the solutions are implemented in an ethical manner? o What are some key factors, both internal and external, that could be used to determine whether the solutions are effective? How can the organization’s performance against the objectives be measured and verified? o Works cited should be in APA format. Final Paper Rubric
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Evaluation: Mission Statement Meets “Proficient” criteria and uses specific examples to substantiate claims and communicate nuance (13) Mission statement is evaluated with respect to its transparency, cogency, meaning, and customer orientation (11.7) Mission statement is not comprehensively evaluated with respect to its transparency, cogency, meaning, and customer orientation (9.1) Mission statement is not evaluated or is erroneous (0) 13
Evaluation: Culture Meets “Proficient” criteria and relates strengths and weaknesses of organizational culture to articulate broader communications themes (7) Makes and substantiates claims about strengths and weaknesses of organizational culture (6.3) Makes but does not substantiate claims about strengths and weaknesses of organizational culture (4.9) Does not make claims about strengths and weaknesses of organizational culture (0) 7 Evaluation: Approaches
Meets “Proficient” criteria, and specific examples are cited to illustrate the nuances of the organizational culture (7) Management and operational approaches are broken down to their component parts to uncover assumptions around morale and motivation (6.3) Management and operational approaches are not broken down to their component parts to uncover assumptions around morale and motivation (4.9) Management and operational approaches are not discussed (0) 7 Evaluation: Alignment of the Org. Culture
Meets “Proficient” criteria and uses specific examples to substantiate claims and communicate nuance (6) The alignment of the organizational culture to the mission statement is evaluated with respect to students, teachers, and administrators (5.4) The alignment of the organizational culture to the mission statement is not comprehensively evaluated with respect to students, teachers, and administrators (4.2) The alignment of the organizational culture to the mission statement is not evaluated or is erroneous (0) 6
Evaluation: Toxic Culture Meets “Proficient” criteria and uses specific examples to substantiate claims and communicate nuance (6) Makes logical claims about the toxicity of the organizational culture (5.4) Makes claims about the toxicity of the organizational culture, but there are gaps in the logic (4.2) Does not make claims about the toxicity of the organizational culture (0) 6 Evaluation: Ethical Concerns Meets “Proficient” criteria and uses specific examples to
substantiate claims and communicate nuance (6) Makes logical claims about the ethical issues facing administration, teachers, and students (5.4) Makes claims about the ethical issues facing administration, teachers, and students, but there are gaps in the logic (4.2) Does not make claims about the ethical issues facing administration, teachers, and students (0) 6 Proposal: Objectives Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research
(6) Proposes objectives that align to the overarching goal of rectifying the misalignment between the organizational culture and the mission statement (5.4) Proposes objectives that do not align to the overarching goal of rectifying the misalignment between the organizational culture and the mission statement (4.2) Does not propose objectives (0) 6 Proposal: Tactics Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6)
Proposes tactics that follow logically from the stated objectives (5.4) Proposes tactics that do not follow logically from the stated objectives (4.2) Does not propose tactics (0) 6 Proposal: Artifacts of Culture Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (13) Provides multiple example artifacts of organizational culture that illustrate the proposed objectives and tactics
(11.7) Provides only one example artifact of organizational culture or the artifacts do not illustrate the proposed objectives and tactics (9.1) Does not provide example artifacts of organizational culture (0) 13 Change Management: Challenges Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6) Identifies potential challenges and modifications for implementing the solutions (5.4)
Identifies potential challenges, but does not propose modifications (4.2) Does not identify potential challenges (0) 6 Change Management: Communication and Training Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6) Proposes communication and training plans that would effectively support and empower all stakeholders (5.4) Proposes communication and training plans that would not
effectively support and empower all stakeholders (4.2) Does not propose communication and training plans (0) 6 Change Management: Ethics Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6) Proposes policies for ensuring ethical implementation (5.4) Proposes policies for ensuring ethical implementation that overlook relevant factors (4.2) Does not propose policies for ensuring ethical
implementation (0) 6 Change Management: Measurement Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6) Includes metrics for measuring the effectiveness of the organization’s performance against the plan objectives (5.4) Includes metrics for measuring the effectiveness of the organization’s performance, but they are misaligned to the plan objectives (4.2) Does not include metrics for measuring the effectiveness of the organization’s performance
(0) 6 Articulation of Response Submission is properly cited and free of errors related to grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (6) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (5.4) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (4.2) Submission has critical errors
related to citations, grammar, spelling, syntax, or organization that prevent understanding (0) 6 Earned Total Comments: 100% #777221 Topic: Final Project Outline Number of Pages: 3 (Double Spaced) Number of sources: 2 Writing Style: APA Type of document: Essay Academic Level:Undergraduate Category: Art Order Instructions: First review the Final Project Guidelines and Rubric document.
Review the case study "Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)" by Liz Livingston Howard, Sachin Waikar, and Gail Berger. Develop a short 2–3-page paper that will cover the main areas of the final project: Evaluate the Organization's Culture Propose Solution s Propose Change Management Strategies This assignment will be graded pass/fail. If you turn in your topic in the way prescribed in the guidelines, you will earn full points. The purpose of this assignment is for you to receive feedback from your instructor and incorporate it into your final project.
ART 101 Study Guide for the Quizzes This Study Guide prov.docx

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ART 101 Study Guide for the Quizzes This Study Guide prov.docx

  • 1.
    ART 101 StudyGuide for the Quizzes This Study Guide provides lists of specific works, terms and individuals on which the quizzes will be based. Be able to identify the artists and titles, but also know about the subjects, stylistic qualities and why these works are good examples of their respective periods. It’s helpful to have the study guide at hand while reading the Stokstad text, so that you’ll know on which works to focus. The numbers correspond to the illustration numbers in the text. Module 1 Quiz is based on the following artworks and vocabulary: Paleolithic period, 40,000-7,000 BCE 1-1 Spotted Horses with Human Hands 1-7 Woman of Willendorf 1-11 Hall of Bulls, Lascaux,
  • 2.
    1-12 Bird HeadedMan with Bison 1-13 Bison, from Altamira Neolithic period, 8,000-2,300 BCE 1-21, 1-22 Stonehenge Vocabulary to know for prehistoric art: megalith post and lintel Mesopotamian art: Sumerian, 3,500-2,340 BCE 2-4 Carved Vase (Uruk Vase) 2-5 Votive Statues from the Square Temple page 32 Great Lyre with Bull’s Head 2-8 Cylinder Seal and its impression Mesopotamian art: Akkadian, 2340-2180 BCE 2-1 Stele of Naramsin Mesopotamian art: Ur and Lagash 2-11 Nanna Ziggurat, Ur 2-12 Votive Statue of Gudea
  • 3.
    Mesopotamian art: Babylonian,1800-1600 BCE 2-13 Stele of Hammurabi Vocabulary and names to know for Prehistoric and Mesopotamian art: Cuneiform Gudea Hammurabi relief stele ziggurat Module 2 Quiz is based on the following artworks and vocabulary: Egyptian art, Old Kingdom, 3,000-2181 BCE Page 53 Palette of Narmer 3-4 Stepped Pyramid of Djoser 3-5 Great Pyramids, Giza 3-9 Khafre 3-10 Menkaure and a Queen
  • 4.
    3-11 Seated Scribe 3-13Ti Watching a Hippopotamus Hunt Egyptian art: Middle Kingdom, 2055-1650 BCE 3-15 Rock-cut Tombs, Beni Hasan Egyptian art: New Kingdom, 1550-1069 BCE 3-1 Funerary Mask of Tutankhamen 3-23 Funerary Temple of Queen Hatshepsut 3-28 Akhenaten and his Family 3-30 Nefertiti 3-32 Inner coffin of Tutankhamen 3-37 Judgment of Hunefer Before Osiris Vocabulary and names to know for the Egyptian periods Akhenaten and Nefertiti Djoser Hatshepsut Hieroglyphics ka
  • 5.
    mastaba Menkaure, Khafre andKhufu Narmer sarcophagus Tutankhamen Module 3 Quiz is based on the following artworks and vocabulary: Aegean art: Minoan, 3,000-1,375 BCE 4-5 Reconstruction of the Palace of Knossos 4-7 Bull Leaping 4-9 Harvester Vase 4-11 Octopus Flask 4-13 Vapheio cup Aegean art: Mycenaean, 3,000-1,000 BCE 4-16, 4-17 Citadel, Mycenae, with Lion Gate 4-21 “Mask of Agamemnon” 4-22 Dagger Blade with Lion Hunt
  • 6.
    4-23 to 4-25Treasury of Atreus Vocabulary to know for the Aegean cultures: corbelling fresco kamares ware relieving triangle tholos Greek vase painting 5-2 Funerary vase (krater) from the Dipylon Cemetery, Athens, an example of the Geometric style 5-4 Olpe, from Corinth an example of the Orientalizing style 5-1 Exekias, Ajax and Achilles Playing a Game (amphora) an example of Black figure style page 122 Euphronios and Euxitheos, Death of Sarpedon (krater), an example of Red Figure style Greek Archaic period, sculpture and architecture, 620-480 BCE 5-9A, 5-9B Temple of Hera I 5-13 to 5-15 Pediment from the Temple of Aphaia, Aegina, and
  • 7.
    two warriors 5-18 StandingYouth (Kouros) 5-20 Anavysos Kouros 5-21 Peplos Kore Vocabulary for Archaic Greek art: amphora kore kouros krator olpe Module 4 Quiz is based on the following artworks and vocabulary: Greek Classical period, 480-323 BCE 5-30 Warrior 5-37 Kallikrates and Iktinos, Parthenon, Athens 5-38 sculpture from east pediment of the Parthenon 5-41 Young Women and Men, Parthenon frieze detail 5-43 Polykleitos, Spear Bearer (Doryphoros)
  • 8.
    5-45, 5-46 Porchof the Maidens, Erechtheion, Athens 5-47 Nike Adjusting her Sandal 5-53 Praxiteles(?), Hermes and the Infant Dionysos 5-54 Praxiteles, Aphrodite of Knidos 5-55 Lysippos, The Man Scraping Himself (Apoxyomenos) 5-57 Battle of Issos Greek Hellenistic period, 323-31 BCE Page 151 Theater at Epidauros 5-63, 5-64 Altar from Pergamon, Athena Attacking the Giants 5-65 Laocoon and his Sons 5-66 Nike of Samothrace 5-67 Old Woman 5-68 Aphrodite of Melos (Venus de Milo) Vocabulary and names to know for Classical and Hellenistic Greece: architrave caryatid cella (naos) column
  • 9.
    capital contrapposto Corinthian column Doric column frieze Ioniccolumn pediment Iktinos and Kallikrates Pheidias Polyklietos Praxiteles Lysippos Alexander the Great Module 5 Quiz is based on the following artworks and vocabulary Roman period, 509 BCE – 330 CE 6-15 Patrician Carrying Portrait Busts of Two Ancestors
  • 10.
    6-16 Pont duGard, Nimes 6-18 Augustus of Primaporta 6-19, 6-21 Ara Pacis Augustae, Imperial Procession 6-29 Initiation Rites of the Cult of Bacchus 6-30 Cityscape 6-35, 6-36 Arch of Titus, Spoils from the Temple of Jerusalem 6-37, 6-38 Colosseum, Rome 6-48 to 6-51 Pantheon, Rome 6-56 Equestrian Statue to Marcus Aurelius 6-59 Caracalla 6-65, 6-66 Arch of Constantine and its reliefs 6-67, 6-68A-B Basilica of Maxentius and Constantine Vocabulary and names to know for Roman art: apse arcade arch Augustus barrel vault
  • 11.
    basilica chiaroscuro clerestory coffers Constantine groin vault nave triumphal arch Module6 Quiz is based on the following artworks and vocabulary: Judaic and Early Christian art, 1 st through 6 th Centuries 7-3, 7-4 Synagogue from Dura-Europas, Syria, with The Crossing of the Red Sea 7-8 Good Shepherd, Orants, and Story of Jonah, catacomb ceiling 7-12 Church of Santa Sabina, Rome
  • 12.
    7-10, 7-11 reconstructionof Old Saint Peters 7-14A-B, 17-15 Church of Santa Costanza, Rome 7-17 Sarcophagus of Constantia 7-18 Sarcophagus of Junius Bassus 7-21 Good Shepherd mosaic Vocabulary for Judaic and Early Christian art ambulatory apse catacombs mosaics narthex nave transept Module 7 Quiz is based on the following artworks and vocabulary: Byzantine art, begins in the 5 th Century
  • 13.
    8-2 to 8-4Church of Hagia Sophia, Istanbul 8-5, 8-6 Church of San Vitale, Ravenna 8-7 Christ Enthroned 8-8 Emperor Justinian and Attendants, San Vitale 8-9 Empress Theodora and Attendants, San Vitale 8-21 Christ Panokrator 8-22 Crucifixion Early Islamic art, 610-10 th Century 9-3A-B, 9-4 Dome of the Rock, Jerusalem 9-6 to 9-9 Great Mosque, Cordoba Vocabulary for Byzantine and Early Islamic art: Justinian Theodora pendentives Muhammad Qur’an
  • 14.
    mosque mihrab Module 8 Quizis based on the following artworks and vocabulary: Romanesque period, 1050-1150 16-4, 16-5 Cathedral of Saint James, Santiago de Compostela 16-21, 16-22 South Portal, Church of Saint Pierre, Moissac page 496 Last Judgment tympanum, Cathedral of Saint-Lazare, Autun 16-27 Virgin and Child page 501 Bayeux Tapestry 16-34 St. Matthew, from the Codex Colbertinus Gothic period, 1150-1400 Know about Abbot Suger, and how he initiated Gothic architecture with Abbey Church of Saint-Denis. 17-4 to 17-6, 17-8, 17-9, 17-10 Chartres Cathedral, its sculpture and glass 17-14 Annunciation and Visitation, Reims Cathedral
  • 15.
    17-21 Queen Blancheof Castile and Louis IX, from a Moralized Bible Vocabulary and names to know: Abbot Suger ambulatory archivolts choir flying buttress gallery jamb statues narthex ribbed vault rose window tracery transept triforium tympanum
  • 16.
    Creating a Cultureof Empowerment and Accountability at St. Martin de Porres High School (A) Case Author: Liz Livingston Howard, Sachin Waikar & Gail Berger Online Pub Date: March 06, 2016 | Original Pub. Date: 2011 Subject: Organizational Behavior, Organizational Culture, Change Leadership Level: Basic | Type: Direct case | Length: 2444 words Copyright: © 2010 Kellogg School of Management at Northwestern University Organization: St. Martin de Porres High School | Organization size: Medium Region: United States of America | State: Industry: Education Originally Published in: Howard, L. L., Waiker, S., & Berger, G. (2011). Creating a Culture of Empowerment and
  • 17.
    Accountability at St.Martin de Porres High School (A). 5-410- 755(A). Evanston, IL: Kellogg School of Management, Northwestern University. Publisher: Kellogg School of Management DOI: http://dx.doi.org/10.4135/9781473971455 | Online ISBN: 9781473971455 javascript:void(0); javascript:void(0); javascript:void(0); javascript:%20void(0); javascript:%20void(0); javascript:%20void(0); javascript:%20void(0); http://dx.doi.org/10.4135/9781473971455 © 2010 Kellogg School of Management at Northwestern University This case was prepared for inclusion in SAGE Business Cases primarily as a basis for classroom discussion or self-study, and is not meant to illustrate either effective or ineffective management styles. Nothing herein shall be deemed to be an endorsement of any kind. This case is for scholarly, educational, or personal use only within your university, and cannot be forwarded outside the university or used for other commercial purposes. 2018 SAGE Publications Ltd. All Rights Reserved. This content may only be distributed for use within Southern
  • 18.
    New Hampshire Univ. http://dx.doi.org/10.4135/9781473971455 SAGESAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 2 of 7 http://dx.doi.org/10.4135/9781473971455 Abstract Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin de Porres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview
  • 19.
    of how theschool's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises. Case “So where do we start?” Mike Odiotti and Judy Seiberlich asked each other this question simultaneously as they sat in the small administrative office of St. Martin de Porres High School in Waukegan, Illinois. It was July 2008, and the pair had just begun their new positions as the school's principal (Odiotti) and assistant principal (Seiberlich). By all accounts, the new administrators had their work cut out for them. St. Martin de Porres (SMdP), based on the Cristo Rey model of funding high school education with corporate internships, had opened in August 2004. In its first four years, SMdP had already had two presidents and two principals before Odiotti and Seiberlich arrived. Moreover, the new administrators had inherited a status quo that included challenges related to students (nearly 2,400 instances of tardiness in the previous year and 26 percent of the senior class failing to
  • 20.
    graduate on timein 2008); teachers (a tendency to place most of the blame for poor performance on students); and the administration (a limited focus on empowerment and accountability for both students and teachers). Recent survey results suggested that only a minority of SMdP's teachers believed that school policies were administered fairly and consistently or that the school had an organization-wide philosophy about the learning process. Partly as a result, teacher turnover had consistently been higher than ideal. It was clear to Odiotti and Seiberlich that they had to change major aspects of SMdP to promote its progress and, ultimately, its survival. What was less clear was exactly how to make the right set of mutually reinforcing changes to SMdP's practices and policies. Reminding themselves of their commitment to improving students' lives by creating a learning organization, Odiotti and Seiberlich considered where to start. SMdP Background SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 3 of 7 Plans for SMdP began in 2001, when an advisory committee
  • 21.
    received a grantto undertake a feasibility study for establishing a Cristo Rey model high school to serve the area.1 The decision to open the school in Waukegan, a community forty miles north of Chicago, was made in January 2003. It was to be part of the Cristo Rey Network, a group of twenty-four high schools across the United States that “provide a quality, Catholic, college preparatory education to urban young people who live in communities with limited educational options.”2 The Cristo Rey model included the idea that students work at corporate internships to help fund their high school education. SMdP's board of trustees was established in May 2003 with twenty-seven members representing religious organizations, educators, business professionals, and other leaders from the community. The board hired the first president in August 2003. Student enrollment exceeded one hundred students by June 2004, and SMdP's opening ceremonies were held on August 23, 2004. SMdP's mission statement emphasized student development through education and work experience: St. Martin de Porres High School, a Catholic, coeducational college preparatory school, is located in Waukegan, Illinois. The school is committed to academic
  • 22.
    excellence made affordablefor young people of limited options through each student's participation in the Hire4Ed (Corporate Internship) Program. St. Martin de Porres High School, a member of the Cristo Rey Network, strives to develop the full potential of each student in an atmosphere of mutual respect for the religious and cultural heritage of every individual. SMdP also strove to uphold three standards for students: to be prepared for work, prepared for college, and committed to community justice and peace. When Odiotti and Seiberlich arrived, SMdP's student body was approximately 80 percent Latino and 15 percent African- American, with about 75 percent of the student body qualifying for free or reduced lunch, in keeping with the school's mission of serving young people of limited options. Organizationally, SMdP's principal reported to the president, who in turn reported to the board. Before They Came to St. Martin de Porres Mike Odiotti and Judy Seiberlich brought to SMdP rich experience from multiple learning organizations and communities in need. Odiotti (known as “Mr. O” to SMdP students) earned a B.S. in finance from Boston College's Carroll School of Management in 1996, followed by a M.Ed. in curriculum and instruction— with an emphasis on leadership—from the college's Lynch School of Education in 1998. From 2004 to 2007 he worked as an assistant principal in the Boston
  • 23.
    Public Schools systemunder the guidance of Elliot Stern. Odiotti's leadership style was heavily influenced by Stern, who became a professor at Harvard's Graduate School of Education. As a fellow for leadership expert Ron Heifetz, Stern introduced Odiotti to Heifetz's models and tactics, central to which was the idea of generating and sustaining adaptive change within organizations. Odiotti sought to implement this theme at SMdP. Most who met Odiotti immediately noted his ability to engage quickly and his thoughtful, no-nonsense approach. Seiberlich (known to SMdP students as “Sister Judy”) said, “I've been in high school my whole SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 4 of 7 life”; she had started teaching in 1964, then moved into administration in the 1980s, always at the high-school level. Seiberlich focused much of her career on serving underprivileged children, including those at Chicago's inner-city schools. “My leadership style comes out of the struggles we've had in my community since the 1960s,” she said, “especially the idea of how to build a global community centered on peace and justice.” Seiberlich first came into
  • 24.
    contact with SMdPthrough the Sinsinawa Dominicans, the religious order to which she belonged. The group asked her to serve on SMdP's board; she agreed, and ultimately decided to seek a leadership role with the school. Seiberlich's strong focus on community- building was clear in her warm and caring demeanor. Odiotti and Seiberlich interviewed for the position of SMdP principal in early 2008. Both were asked whether they would consider working as assistant principal for the school. “Absolutely not,” Odiotti answered. “I'd actually prefer to be assistant principal,” Seiberlich said. Both began their official positions with SMdP in summer 2008, though Odiotti had been volunteering at the school since January of that year. The Status Quo As a first step to understanding the challenges they faced, Odiotti and Seiberlich collected quantitative and qualitative data through school records, one- on-one teacher interviews, and paper-based student and teacher surveys. The patterns these and subsequent observations revealed suggested that the new administrators faced many issues. Student-Related Issues Multiple indicators pointed to challenges related to SMdP's student body. During the previous year, the school's 211 students tallied among them 2,390 “tardies,” or late arrivals at school— an average of more than ten tardies per student. The school's
  • 25.
    credit-retrieval system, orthe way students made up failed classes, was another indication of trouble. When Odiotti and Seiberlich first started, there was a backlog of credits that needed to be made up; many seniors were missing class credits they should have completed as freshmen. Compounding the problem was the students' attitude toward credit retrieval. They were to complete make-up coursework using an interactive online system (NovaNet), but they tended not to take the sessions seriously, dawdling or even failing to show up for them. The credit-retrieval problem contributed to a large number of students failing to graduate on time. Almost a quarter of the class of 2008—ten of forty-two students—did not complete their academic requirements in time to graduate. Non-academic issues plagued the school as well. Physical fights, while not routine events, were not uncommon. “On my first day here, there was a fist fight in the hall,” said SMdP's counselor and social worker, who had been with the school since its inception. Similarly, there was an overall dearth of respect for teachers and classmates. For instance, students who forgot their electronic keycards that opened their classroom's main entry doors tended to hammer on the doors and nearby windows to be let in, disrupting multiple classrooms. Students also often caused disruptions by entering classrooms through side—rather than main—doors. Several factors helped account for the situation at SMdP. One
  • 26.
    underlying element waswhat Odiotti and Seiberlich called a “middle-school mentality” among the students. Specifically, they thought the juniors and seniors, many of whom had transferred to SMdP from other area high schools, had brought difficult attitudes and behaviors to the school, making them less- SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 5 of 7 than-ideal role models for the younger students. “There was a funny edge to the classrooms; I got a ‘jangling’ feeling when I observed the classes,” Seiberlich said. “It felt much more like a junior high than a high school.” One English teacher corroborated this feeling: “When I got here two years ago, some students were begging for strong academics, but others wanted to promote a very non-academic atmosphere and make it difficult for their classmates to succeed.” Teacher-Related Issues Teacher attitudes exacerbated students' performance issues. According to the campus minister and theology teacher, in the past teachers “always made it about the students,
  • 27.
    saying, ‘They’re notdoing what they should be doing,’” partly to absolve themselves. With regard to the credit-retrieval system, supervising teachers tended to “baby” the students by providing answers to the online tests or letting them avoid working on the make-up material at all, according to a SMdP science and math teacher. Moreover, teachers tended to be resistant to observation and other forms of evaluation. A resource teacher noted that when she was asked to assess teacher performance in 2007, she experienced “an incredible amount of pushback” from colleagues. “They saw me as a threat,” she recalled. A teacher who had been evaluated agreed, saying, “There was no explanation for it. So it felt like a spy coming in.” Such patterns contributed to poor student and teacher performance and to an increased need for summer school and other remedial efforts. The faculty survey Odiotti and Seiberlich conducted illuminated teachers' negative perceptions in key areas, including the administration of school policies and the presence of a school-wide philosophy concerning the learning process (see Exhibit 1). Most teachers also endorsed the idea that SMdP as an organization needed to “decide who we are and whom we can serve,” and expressed the hope that the new leadership would provide “visual presence.” Not surprisingly, teacher turnover was high when Odiotti and Seiberlich joined the school. SMdP had eleven teachers in 2004, its first year of operation. Each year after that, the school was forced to replace four or five teachers; when Odiotti and Seiberlich came on board in
  • 28.
    2008, six newteachers started with them. Administration-Related Issues The previous principal had come to SMdP to help create an atmosphere for learning and had recognized the challenge of the ethnic, racial, and academic diversity of the student body. She worked with the groups of students, encouraging them to know and respect each other, which led to a safer and more welcoming atmosphere. She also recognized that the students needed greater clarity regarding expectations and disciplinary consequences. Some staff members went too far in their efforts to support students, whereas others believed that students needed to be more accountable for their actions and performance. That principal unfortunately left the school after only a short time. In sum, there was no shortage of goodwill at SMdP, but few good structures, systems, or solutions. “We were a Cristo Rey school in terms of high standards,” one teacher said, “but offered very little to help students meet the standards.” She added, “There were lots of Band- Aid solutions. We weren't providing the scaffolding our students needed.” That is not to say that SMdP administrators were not aware of the challenges or thoughtful in their approach before Odiotti and Seiberlich arrived. Both new administrators noted that the dean of students, who had been hired by the previous principal, was keen on changing the school's SAGE SAGE Business Cases
  • 29.
    © 2010 KelloggSchool of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 6 of 7 1. 2. 3. 4. culture in a measured way. “He was smart about people and leadership and was all about conversations,” Seiberlich said. “He asked, ‘What’s best for the school? How can we make it work?'” The dean of students brought to SMdP more than twenty years in corporate human resources work, including many years of experience at Allstate. He recalled, “When I joined SMdP, I was called the dean of discipline, which wasn't necessarily accurate. My challenge was not to just sit back and wait for someone to call me about a student-related problem.” Odiotti and Seiberlich agreed that although the dean's intentions were positive, his influence was weakened because his role had not been defined broadly enough. All of these problems and patterns contributed to a general perception among outsiders of SMdP as an “alternative” school. Worse, insiders shared the
  • 30.
    sentiment; many students embraceda negative attitude toward academics—and one another. For example, one teacher noted, “Students were called ‘smart’ in a mocking way.” She recalled a 2007 incident representative of students’ perceptions: “We had taken the kids on a field trip to the Adler Planetarium, where they met students from other schools. When one of those kids expressed unfamiliarity with SMdP, one of our students said, ‘It’s a school for poor kids.’” The Challenge Ahead Through their initial research and observations, Odiotti and Seiberlich knew they faced challenges in every dimension of the school they were to lead: students, teachers, and administration. Based on their backgrounds and philosophies as educators and leaders, they were committed to overhauling SMdP's culture to build a true learning organization. They faced many questions: Where to start? How could they rally SMdP's stakeholders around a new learning philosophy and set of policies and practices? How would the stakeholders respond to the many changes they envisioned? One of the only answers Odiotti and Seiberlich already had was their response to a simple question: When should they start making changes? Now. Discussion Questions How would you describe the culture at SMdP before the arrival of Odiotti and
  • 31.
    Seiberlich? Was the school'sculture aligned with its mission? Given the situation, what specific challenges did Odiotti and Seiberlich face? How are these challenges related? What would you do if you were Odiotti and Seiberlich? How would you “fix” SMdP? Where would you start if you wanted to build a new culture? How would you integrate the different elements of your solution? Notes and References 1. H i s t o r i c a l a n d m i s s i o n i n f o r m a t i o n f r o m t h e S M d P w e b s i t e , http://www.smdpwaukegan.org/about/history.htm (accessed June 16, 2010). 2. Cristo Rey Network website, http://www.cristoreynetwork.org/about/index.shtml (accessed June 16, 2010). http://dx.doi.org/10.4135/9781473971455 SAGE SAGE Business Cases © 2010 Kellogg School of Management at Northwestern University Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)Page 7 of 7 http://www.smdpwaukegan.org/about/history.htm http://www.cristoreynetwork.org/about/index.shtml http://dx.doi.org/10.4135/9781473971455
  • 32.
    MGT 510: FinalProject Guidelines and Rubric Overview In this final project, you will analyze the case study “Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School” and develop an evaluative response paper. The case is an account of how St. Martin de Porres High School (SMdP) was transformed from a school plagued with student failure and high teacher turnover into a true learning organization carrying out its mission of serving “young people of limited options.” Your response paper will assess the strengths and weaknesses of the organization and propose solutions and strategies for transforming the organizational culture. The paper should be 13–15 pages and adhere to APA standards. This assessment will measure student competency with respect to the following course outcomes: communication strategies for their strength in fostering organizational cultures of customer service diversity, enterprise, and brand stewardship through effective verbal and written presentations
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    employee talent, facilitatehigh-performance teams, and align well with the organizational culture ions for complex organizational conflict scenarios that align with organizational goals and culture and reflect systems-level decision-making support for employees and maintain alignment to the values, mission, culture, and goals of organizations organizational cultures that reflect the values of an organization and are consistent with one’s ethical framework Prompt Your presentation should answer the following prompt: What are strengths and the weaknesses of the organization in its approach to realizing its mission of serving “young people of limited options”? How can SMdP create and maintain an appropriate and effective organizational culture? Specifically, the following critical elements must be included: o To what extent is the mission statement transparent to internal and external stakeholders? To what extent is the mission statement cogent,
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    meaningful, and “customer-oriented”(in this case, think of the students and larger community as the customers)? o What are the strengths and weaknesses of the culture? Assess the specific issues around each of the following: team performance, empowerment, and autonomy. o What are the essential management and operational approaches? What are some of the basic organizational assumptions around morale and motivation? o How is the organizational culture misaligned to the mission statement? To what extent are students, teachers, and administrators being held accountable to the mission statement? o To what extent are there signs of a toxic culture at SMdP? o To what extent are there ethical issues facing administration, teachers, and students at SMdP? o What should be the major objectives of the remediation plan? (Note: The overarching goal of the plan must be to address the misalignment of the organizational culture to the mission statement.) o What should be the specific tactics employed to create an appropriate and effective organizational culture? These could include organizational
  • 35.
    restructuring efforts, replacingindividuals, revisiting the mission statement of the organization, and so forth. o Provide example artifacts of organizational culture that would promote the actualization of the mission statement. o What are the potential challenges of implementing the solutions? These could include the mindsets of the stakeholders and their willingness to take part in the change. How can these challenges be addressed? o What should the communication and training plans be for effectively supporting and empowering administration, teachers, and students through the transition? o How can one ensure that the solutions are implemented in an ethical manner? o What are some key factors, both internal and external, that could be used to determine whether the solutions are effective? How can the organization’s performance against the objectives be measured and verified? o Works cited should be in APA format. Final Paper Rubric
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    Critical Elements ExemplaryProficient Needs Improvement Not Evident Value Evaluation: Mission Statement Meets “Proficient” criteria and uses specific examples to substantiate claims and communicate nuance (13) Mission statement is evaluated with respect to its transparency, cogency, meaning, and customer orientation (11.7) Mission statement is not comprehensively evaluated with respect to its transparency, cogency, meaning, and customer orientation (9.1) Mission statement is not evaluated or is erroneous (0) 13
  • 37.
    Evaluation: Culture Meets “Proficient”criteria and relates strengths and weaknesses of organizational culture to articulate broader communications themes (7) Makes and substantiates claims about strengths and weaknesses of organizational culture (6.3) Makes but does not substantiate claims about strengths and weaknesses of organizational culture (4.9) Does not make claims about strengths and weaknesses of organizational culture (0) 7 Evaluation: Approaches
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    Meets “Proficient” criteria,and specific examples are cited to illustrate the nuances of the organizational culture (7) Management and operational approaches are broken down to their component parts to uncover assumptions around morale and motivation (6.3) Management and operational approaches are not broken down to their component parts to uncover assumptions around morale and motivation (4.9) Management and operational approaches are not discussed (0) 7 Evaluation: Alignment of the Org. Culture
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    Meets “Proficient” criteriaand uses specific examples to substantiate claims and communicate nuance (6) The alignment of the organizational culture to the mission statement is evaluated with respect to students, teachers, and administrators (5.4) The alignment of the organizational culture to the mission statement is not comprehensively evaluated with respect to students, teachers, and administrators (4.2) The alignment of the organizational culture to the mission statement is not evaluated or is erroneous (0) 6
  • 40.
    Evaluation: Toxic Culture Meets “Proficient”criteria and uses specific examples to substantiate claims and communicate nuance (6) Makes logical claims about the toxicity of the organizational culture (5.4) Makes claims about the toxicity of the organizational culture, but there are gaps in the logic (4.2) Does not make claims about the toxicity of the organizational culture (0) 6 Evaluation: Ethical Concerns Meets “Proficient” criteria and uses specific examples to
  • 41.
    substantiate claims and communicatenuance (6) Makes logical claims about the ethical issues facing administration, teachers, and students (5.4) Makes claims about the ethical issues facing administration, teachers, and students, but there are gaps in the logic (4.2) Does not make claims about the ethical issues facing administration, teachers, and students (0) 6 Proposal: Objectives Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research
  • 42.
    (6) Proposes objectives thatalign to the overarching goal of rectifying the misalignment between the organizational culture and the mission statement (5.4) Proposes objectives that do not align to the overarching goal of rectifying the misalignment between the organizational culture and the mission statement (4.2) Does not propose objectives (0) 6 Proposal: Tactics Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6)
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    Proposes tactics thatfollow logically from the stated objectives (5.4) Proposes tactics that do not follow logically from the stated objectives (4.2) Does not propose tactics (0) 6 Proposal: Artifacts of Culture Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (13) Provides multiple example artifacts of organizational culture that illustrate the proposed objectives and tactics
  • 44.
    (11.7) Provides only oneexample artifact of organizational culture or the artifacts do not illustrate the proposed objectives and tactics (9.1) Does not provide example artifacts of organizational culture (0) 13 Change Management: Challenges Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6) Identifies potential challenges and modifications for implementing the solutions (5.4)
  • 45.
    Identifies potential challenges, butdoes not propose modifications (4.2) Does not identify potential challenges (0) 6 Change Management: Communication and Training Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6) Proposes communication and training plans that would effectively support and empower all stakeholders (5.4) Proposes communication and training plans that would not
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    effectively support and empowerall stakeholders (4.2) Does not propose communication and training plans (0) 6 Change Management: Ethics Meets “Proficient” criteria, and proposals are particularly well- informed and substantiated by scholarly research (6) Proposes policies for ensuring ethical implementation (5.4) Proposes policies for ensuring ethical implementation that overlook relevant factors (4.2) Does not propose policies for ensuring ethical
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    implementation (0) 6 Change Management: Measurement Meets “Proficient” criteria,and proposals are particularly well- informed and substantiated by scholarly research (6) Includes metrics for measuring the effectiveness of the organization’s performance against the plan objectives (5.4) Includes metrics for measuring the effectiveness of the organization’s performance, but they are misaligned to the plan objectives (4.2) Does not include metrics for measuring the effectiveness of the organization’s performance
  • 48.
    (0) 6 Articulation of Response Submission isproperly cited and free of errors related to grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (6) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (5.4) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (4.2) Submission has critical errors
  • 49.
    related to citations,grammar, spelling, syntax, or organization that prevent understanding (0) 6 Earned Total Comments: 100% #777221 Topic: Final Project Outline Number of Pages: 3 (Double Spaced) Number of sources: 2 Writing Style: APA Type of document: Essay Academic Level:Undergraduate Category: Art Order Instructions: First review the Final Project Guidelines and Rubric document.
  • 50.
    Review the casestudy "Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)" by Liz Livingston Howard, Sachin Waikar, and Gail Berger. Develop a short 2–3-page paper that will cover the main areas of the final project: Evaluate the Organization's Culture Propose Solution s Propose Change Management Strategies This assignment will be graded pass/fail. If you turn in your topic in the way prescribed in the guidelines, you will earn full points. The purpose of this assignment is for you to receive feedback from your instructor and incorporate it into your final project.