Professional Doctorate in Clinical Symbergetic Organizational Management & Transformation

Professional Doctorate in Clinical SymbergeticTM Organizational Management and Transformation (CSOMT)

The Professional Doctorate includes the Certificate and Master of Arts  in Clinical SymbergeticTM Organizational Management and Transformation (37.5 credits) plus additional classes below. Information regarding internships,  the capstone project, and course descriptions are provided below.

PRE-REQUISITES: A course in Traditional Management Theory is required for Admission to the Doctorate, or prior to Phase V (latest). This course can be taken anywhere. No credit is given for this pre-requisite course. If the student cannot document having completed an equivalent course, the online course may be taken at AGS.

PRE-REQUISITES: The Certificate and Master of Arts in Clinical SymbergeticTM Organizational Management and Transformation are required prior to beginning the doctorate.

IMPORTANT NOTE:  Overseas students may be asked to utilize a professional English editor for their written work.  

IMPORTANT NOTES: A High Pass on each written exam is required to proceed to each phase of training in Adizes Methodology. Verification of completion of an internship journal is required for students to progress from each Phase training course to the next in sequence.

ELECTIVES:   One Elective Course may be required for students who have transferred into the degree program with any experiential credit in the Certificate or Master of Arts. If you have any questions regarding this requirement, see Page 8 of the School Catalog for information on Experiential Credit, and contact your Registrar for your course credit status and other details.

Total Time to Completion (estimate): 3.5 years beyond the Masters

– On Ground (15 days)

– Online (11 terms)

– Examinations

Total Credits: 59.5 (plus .5 credit may be awarded for the capstone project)

Maximum Estimated Cost for the Doctorate – 45.5 additional units in 10 online courses + 6.5 units of supervised writing at $400/unit (52 x $400 = $20,800) + $800 software access + 7.5 units of phase training at $850/unit (7.5 x $850 = $6,375) + exams ($400) = $28,375

PLUS $12,000 for internship supervision paid to Adizes Institute, not AGS.



Review the School Catalog


  • Case Writing Course (.5 credit)
  • 3 Terms of Supervised Writing (2 credits each)

Case Writing Journal (Lab/Internships): The journal is kept throughout the clinical training via the online lab that documents the internships starting with the first Syndag. The internship journal will be written as case notes with the Internship Supervisor (appointed by Adizes Institute, not AGS). There may be up to three meetings during the first Internship with the student, Internship Supervisor and AGS Student Dean during the Master of Art in CSOMT:

• The student, Internship Supervisor, and Student Dean will meet in a teleconference to assure that everyone understands the case process and purpose before the first internship begins. The minutes of this meeting will be signed by the student, Internship Supervisor and Student Dean.

• Halfway through the first internship, if needed, there will be a teleconference between the Internship Supervisor, the student, and Student Dean for quality assurance. The minutes of this meeting will be transcribed and signed, too.

• At the end of the internship, the student does a self-evaluation, evaluation of the internship supervisor, and the normal AGS Course and Faculty evaluation.

The journal is not intended to transcribe what was done in working with a client. It is an opportunity to examine the process of client intervention through identifying goals, measuring outcomes, and referencing appropriate literature to support this process. The student does not need to teach Adizes methodology to those who review the journal. It is expected that Doctoral Committee members will have an understanding of the Adizes methodology and be familiar with its operational language. The journal requires students to demonstrate the ability to evaluate, synthesize, integrate, and apply relevant research and practice culminating in a scholarly paper of publishable quality.

Verification of completion of this journal is required for students to progress from each Phase training course to the next, in sequence.

Doctoral Case Study Proposal:

1. Proposals will begin by identifying goals for the client, the primary question or challenge or problem that the client needs to address. These goals will be aligned with clinical training requirements and approved by the Internship Supervisor and other faculty. The student will present a Proposal outlining the goals of the internship program to the Doctoral Committee prior to commencing Phase V Training.

2. The student will identify initial measures to be taken in terms of Potential Improvement Points; Lifecycle stage; vital signs – such as revenue, assets, capital; the working styles (PAEI) of leadership, and levels of Mutual Trust and Respect (MTR) via testing; initial organizational structure; mission, etc..

3. The student will identify a plan of action to treat the organizational problem(s).

Case Study Management:

4. During the internship process, the student will identify where he or she had to deviate from the original plan and reflect upon why this occurred.

5. Measures are to be repeated at several stages throughout the client work, and again at the end of the contract.

6. During the journaling process, the student reflects on internship processes, client obstacles and outcomes (progress on the lifecycle, improvement in culture, measurable outcomes), learning in the academic courses and how theoretical learning applies to the clinical process.

Case Study Analysis:

7. In the final documentation, the student demonstrates what changes occurred: how many of the initial PIP’s were removed, what was the MTR on exit, the structure on exit (if applicable), comparing entry and exit measurements.

Doctoral Committee: The Committee will consist of three AGS faculty members with relevant Doctoral degrees. A fourth member may be suggested by the student to provide external credibility or subject area expertise, as the Chair sees fit.

The committee will follow AGS process for a Qualifying Review, icluding individual evaluation followed by joint review. 8. In the final analysis, students discuss where there are gaps in the Adizes methodology (critique), how they might be closed, and where the methodology works appropriately.

9. The student discusses what other theoretical frameworks have to say about why Adizes methods may have worked or not.

10. At this point, the Doctoral Committee will convene to evaluate the first draft of the Case Study, review supporting documentation and provide guidance to the student in developing the Case Study.

11. The final case study will also present the students’ recommendations for future research. It will be defended before the Doctoral Committee before the degree can be awarded.


Course Descriptions
IMPORTANT NOTES:  Overseas students may be asked to utilize a professional English editor for their written work. A High Pass on each written exam is required to proceed to the next phase of training in Adizes Methodology.

Alternative Managerial Systems (2.5 credits)

This course will cover alternative managerial systems beyond the hierarchical system practiced today in many for-profit organizations. Among them the cooperative movement , cultural organizations , health and education, and the NGO organizations. The course will explore the political underpinnings of participative systems, their economic and social benefits, and the unique issues that may affect them. Industrial Democracy, Self Management and the cooperative movement are concepts that have been developed and practiced world wide. In this course we will explore the advantages democratically managed organizations as compared to the typical hierarchical organization. Topics to be included are:

– How democracy is applied to industrial organizations;

– What is the concept of public ownership;

– What is the role of management in democratically managed organization;

– What are or were the different forms of democratic organizations – such as co-determination in Germany, industrial communities in Peru, the kibbutz and moshav movements in Israel, and the cooperative movement worldwide, etc.

Application of Adizes Theory to Policy, Managerial and Personal Growth Issues (3 credits)

Participants will explore the macro policies of countries, management issues and the struggles people have in personal life where the Adizes methodology might be applied. Subjects covered include the ongoing issues of the Israel/Palestine confrontation in the Middle-East, the location of the USA and other countries on the Adizes lifecycle, and a theoretical analysis of what might be done to migrate to Adizes ‘prime’ (the most vital and functional organizational state on the lifecycle). Managerial issues such as how to make matrix organizations work well, issues of personal growth include applying Adizes concepts to family life, and gender roles and related issues will be discussed. Those participating in this course will also identify issues or situations where they want to apply Adizes concepts, bringing living case studies to the classroom.


The Nature and Evolution of Knowledge: This course exposes participants to a full range of “ways of knowing” and their implications for organizational life. Both classical and contemporary theories of knowledge and their evolution are explored at the individual, cultural and societal levels. We will trace the roots of the modern western mind through the rationalist versus empiricist orientations to knowledge, the evolution of science and the rise of post-modernism. We will further examine the profound ways in which certain limited orientations to knowledge continue to pervade nearly every aspect of contemporary life. Informed by a deeper understanding of our own orientation to knowledge, we will examine the emerging phenomenon of the knowledge society and the unprecedented epistemological demands being placed on today’s management together with their implications for contemporary management theory.

Models of Conflict

In this course we will examine the underlying assumptions and sources of conflict from both theoretical and practical perspectives. We will explore human and organizational development, social psychology, and group process literature to generate an understanding of contemporary views of conflict. Through this exploration, students will establish more integrated, theoretically based practices of effectively coping with conflict. Students will also gain insight into how conflict can be used as a constructive force in organizational life.

Organizational Structures and Sociocultural Systems

This course examines organizational structure through the study of the underlying social and cultural dynamics of organizational systems. These systems are examined from three interrelated dimensions: the individual, organization and society. Culture is examined primarily in terms of the deep structures and assumptions underlying thought and action that tend to lie below the threshold of our individual and collective awareness and, as such, tend to be transparent and highly resistant to change. These cultural patterns, together with the organizational structures that support them, are examined in light of the unprecedented challenges and opportunities posed by our transition to a knowledge-based society. Organizational structures and sociocultural systems that actively support the development of knowledge work competencies are also explored.

Principles of Coaching

This course addresses the principles behind professional practice in terms of facilitating synergistic change. The health of an organizational system and client are explored in terms of Western, Eastern, and other traditional, alternative, complementary, and non-allopathic healing or therapeutic methods. Throughout this course, we will explore the foundations of practitioner responsibility from individual and family practice as might be applied to organizational practice. We will also address ethical principles of “professionalism,” such as helping clients heal themselves, not developing dependencies, and ensuring clients are as interested in the healing process as the consultant or therapist. Confidentiality as well as responsibility with regard to other practitioners and competitors are likewise addressed throughout this course.

Principles of Healing

In addition to an overview of Western therapeutic interventions, including the basic tenets of psychoanalytic theory, humanist theories and theories based in social psychology, this course presents comparative principles of healing drawn from non-allopathic therapeutic systems, shamanism, Buddhism, Zen, and Taoism. Students are expected to prepare an in-depth paper reviewing one major theory and applying the principles of that theory to their own organizational or client environment.

Systems Thinking

Systems thinking began, and remains, a multi-disciplinary field. It is first grounded in Cartesian thought in the West. Eastern thought, found in Buddhism, Hinduism, and other spiritual practices, inform us as well. Systems thinking is the process of examining organizations as complex living systems. It is a conceptual framework that identifies and defines shared realities which groups and organizations can use to understand and solve problems. As a foundation, and a practice, it has the potential to transform the ways in which we perceive, think, and make meaning.

Theories of Change and Development

This seminar focuses on theories of intra-personal, interpersonal, and organizational change, emphasizing systematic models of change processes in human systems and knowledge-intensive environments. Students will examine processes of change at the individual, group, and organizational levels. Questions we will explore in this course include:

• What are the major forces driving change in organizations today?

• How and why do organizations tend to resist change?

• How can an individual contributor affect change within an organization?

• What competencies do leaders need to effectively lead change in contemporary organizations and how do these competencies differ from earlier times?

• How have network technologies affected organizational structure and function?


Phase Training Course Descriptions

IMPORTANT NOTES:  A High Pass on each written exam is required to proceed to the next phase of training in Adizes Methodology. Your doctoral committee must approve your Case Study Concept Proposal before you enroll in Phase V.

Phase V, VI, VIII: Organizational Architecture

In this course participants learn how to design and structure responsibilities within an organization. We explore how to facilitate constructive conflicts during restructuring so that better decisions will be made and the organization will be flexible enough to implement changes in the future. Participants learn to design their own organizational structure. This structure will be implemented with a client organization when the design is completed. Participants learn how to manage the restructuring process so that there is zero resistance to implementation.

In the second part of the course, participants learn how to design an accountability system that enables the company to be decentralized and still fully controllable. This is also done in a participative manner so that there is zero resistance to change. Participants learn how to lead this type of design process.

The third part of the course deals with how to lead a participative organization, to stretch its capabilities to peak performance, and in the process of doing so – to facilitate team building.

Learning Outcomes Include:

• The principles and processes involved in good decision making

• How to design the structure of responsibilities within an organization

• How to eliminate destructive conflict and utilize constructive conflict in advance of the restructuring process

• Understanding the importance of decentralization without losing control of the organization

• How to design accountability systems

• Understanding the role of leadership within the participative organization

• How to facilitate team building from the leadership perspective

Phase XI: Reward and Reinforcement Systems

The new strategies, responsibilities, and teamwork required of an organization in implementing Adizes methodology require reassessment of the organization’s reward system in order to reinforce teamwork. A new culture that reinforces desired behavior is developed, and incentive and compensation systems designed to support it. When in place, it promotes the achievement of extraordinary results through teamwork based on mutual trust and respect.

This phase deals with both intrinsic and extrinsic reward systems. The organizations structure is made up of a structure of responsibility (who is responsible for what), a structure of authority (who has the authority to use what resources) and a structure of rewards (who gets rewarded how much for what).

In step V we dealt with the structure of responsibilities. In step VI we dealt with the structure of authority, now we must integrate the reward system. We must make sure that each individual’s responsibilities (goals), authority and rewards are aligned as a member of a team for team results. That people are getting paid for what they are supposed to do in the new reality. By aligning the rewards we reinforce the organizations transformation. Note that this can be politically sensitive.

Often, directly after the diagnosis, individuals within organizations want to go directly into reward systems. Naturally, this is the subject that is nearest and dearest to them. But dealing with this subject constructively, without disintegrating the organization, will require a tremendous amount of political capital. That is why we deal with it last.

The goal of this course is to teach participants how to provide a forum for organizations in which they can jointly develop reward systems that reflect cooperation and team achievement. Reward systems motivate people to perform in a manner consistent with the mission, goals and accountability, and are developed to function with organizational lifecycle values, culture and individual PAEI styles in mind.

Learning outcomes include:

• How to design and structure rewards (incentive and compensation systems) within an organization withoutdestructive political issues

• How rewards evolve during the lifecycle

• How to link rewards to accountability systems

• How to link rewards to mission and goals

• How to assure that rewards reflect on cooperation and team achievement

• How to link rewards to individual styles and the culture and values of the organization