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WILMINGTON UNIVERSITY

COLLEGE OF BUSINESS
CLASS INFORMATION & SCHEDULE

FACULTY MEMBER: Linda Lyerly

TERM: Summer II DIS2015

COURSE TITLE: Organizational Development


COURSE NUMBER: HRM 310
OFFICE HOURS/METHOD OF CONTACT:
Office:
WilmU at JB-MDL Bldg 3829, FCN Room 302 - NJ 08641
Office Phone: (609) 723-2790
Office Hours: Monday Thursday 9am-3pm
Email:
Linda.L.Lyerly@WilmU.edu
Bb IM:
LLLyerly
LETTER TO THE STUDENT:
NOTE: Please read the entire syllabus as it provides critical information on course
expectations and assignments for successful completion of the course.
I.

PURPOSE OF THE COURSE:


This course studies the structures and dynamics of organizations as complex systems.
Students examine theories and concepts which explain organizational behavior and
productivity. Organizational norms, cultural design, and structure are explored.

II.

COURSE DESCRIPTION:
Organizations today fight to survive in an environment that is competitive on many levels
and rapidly changing. Achieving greater effectiveness on a social, economic and strategic
level require organizations at times to seek the assistance of trained professionals to
maintain their competitive advantage. Organizational Development (OD) practitioners
provide expertise necessary to accomplish this. However, organizations may not have the
ability to outsource these experts. Therefore organizations must rely on internal
resources, such as managers, staff specialists, and human resource professionals to affect
change. This course examines how organizational behavior, through different methods,
can improve performance and influence future changes so that organizations can adapt to
their external environments.

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

III.

IV.

COURSE GOALS AND OBJECTIVES:

Describe how theories and models of planned change, when applied


effectively, contribute to successful organizational change.

Diagnose organizational systems that explain the behavior within a


company before and after change.

Identify methods of collecting data while diagnosing organizations.


Describe qualitative and quantitative methods to analyze data in order to
produce meaningful results.

Describe the importance of feedback to groups so that readiness for


change can be supported and resistance to change can be overcome.

Discuss goal analysis and how individual, interpersonal, and group


process approaches should be executed.

Identify workforce restructuring designs aimed at moving organizations


from traditional structures to more flexible structures.

Discuss how human resources manage individuals and groups while


aligning work behavior with organizational strategy.

Identify workforce diversity trends that are shaping the labor market of
todays organizations.

Describe competitive and collaborative strategies to help position


organizations strategically, socially, and economically within the
marketplace.

Examine case studies to evaluate effectiveness or lack of when change


was applied.

Select a major public company and apply the theories and models of
organizational change when preparing a term paper.

Research HR journals, books, texts, articles and websites to support facts


discussed in the term paper, citing references.

Complete assignments, including one APA formatted paper focusing on


organization design intervention.

REQUIRED READINGS AND MATERIAL:


Organization Development and Change
Author(s): Cummings, Worley
ISBN: 9781133190455
Copyright: 15 Edition: 10

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

V.

SUPPLEMENTAL MATERIALS: Will be located in weekly folders as needed

VI.

TECHNOLOGICAL REQUIREMENTS:
You will need access to a high-speed computer equipped with internet access, a
card, functional speakers, Microsoft PowerPoint (or a MS PowerPoint viewer,
you can download for free from the internet), video-playing software (i.e., Windows
Media Player or RealPlayer), video-playing equipment and a printer. You should
also be able to check-out materials from the WU Libraries as needed for assignment
completion. The online nature of this course MANDATES these requirements as a
minimum for student success.

VII.

METHODOLOGY:
A. Teaching Methods:
Teaching methods include Bb Collaborate lecture, readings, group discussion, and
individual exercises whereby students can apply the knowledge obtained in the course
through individual participation.
B. Evaluation Procedures:
Student grades for this course will be calculated as follows:

ASSIGNMENT
Discussion Boards
(6 total, worth 100 points each)
Quizzes
(6 total, worth 10 points each)
End-of-Course Exam
(Chapters 1-22)
Weekly Learning Activities
(7 total, worth 100 points each)
(Web Activities, Case Studies, etc.)
Individual Final Project
(Typed APA Paper)

POINT VALUE
600
60
100
700

100

TOTAL POINTS POSSIBLE


1560
*Extra Credit may be assigned for additional points at instructors discretion*
View the Universitys policies on grading including the undergraduate grading scale at:
http://www.wilmu.edu/academics/acadpolicies.aspx

C. Rubrics:
Please visit the HRM 310 Blackboard Homepage to view the rubrics contained in the
Rubrics/Grading Criteria Folder; these documents are important, and will help you
understand the grading criteria and requirements for each assignment.
VIII. COURSE SCHEDULE:
The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

WEEK
Week #1
July 6th 12th

Week #2
July 13th 19th

Week #3
July 20th 26th

Week #4
July 27th Aug 2nd

Week #5
Aug 3rd 9th

Week #6
Aug 10th 16th

Week #7
Aug 17th 23rd

CHAPTER REVIEW AND ASSIGNMENTS


Readings:
Part 1 Overview of Organization Development
Activities:
Discussion Board #1 OD Professionals
Weekly Activity #1 Planned Change in an Under Organized System
Quiz #1 Part 1
Readings:
Part 2A The Process of Organization Development
Activities:
Discussion Board #2 Clarifying the Organizational Issue
Weekly Activity #2 Peppercorn Dining
Quiz #2 Part 2A
Readings:
Part 2B The Process of Organization Development
Part 3 Human Process Interventions
Activities:
Discussion Board #3 Employee Feedback
Weekly Activity #3 Change Checklist
Weekly Activity #4 Lean on Me Movie Assessment
Quiz #3 Part 2B & Part 3
Readings:
Part 4 Technostructural Interventions
Activities:
Discussion Board #4 PolyProd Inc.
Weekly Activity #5 Large Group Interventions
Quiz #4 Part 4
Readings:
Part 5 Human Resource Management Interventions
Activities:
Discussion Board #5 Company Restructuring
Weekly Activity #6 Work Design Presentation
Quiz #5 Part 5
Readings:
Part 6 Strategic Change Interventions
Activities:
Discussion Board #6 Performance Management Process
Weekly Activity #7 Workforce Diversity
Quiz #6 Part 6
End of Course IDEA survey opens
Readings:
Part 7 Special Applications of Organization Development
Activities:
End of Course Exam
Final Project
End of Course IDEA survey closes

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

V.

SUPPLEMENTAL MATERIALS:
A. CLASS ASSIGNMENTS:
Please refer to the Assignments link for more detailed information and rubrics.

DISCUSSION QUESTIONS/TOPICS:
Discussion assignments consist of two parts: (I) an initial response to the topic, (II)
responses/interactions (2+) with your peers.
I.

You will be expected to respond to the assigned discussion question or topic


(which will be posted in under the current weeks assignment link as well as in the
discussion board area). You must respond in a thorough manner, citing

II.

references to validate your response.


In addition, you are required to respond to at least (2) of your class colleagues
in a substantive manner. This will help serve as a basis for class discussion.
Responses that simply agree and proverbially pat each other on the back do
NOT constitute quality work beyond mere socialization.

Discussion assignment requires your response to the question/topic as well as responses


to TWO colleagues, any one of these parts that are missing results in NO credit for the
weekly assignment. Discussion Boards cannot not be made up if you miss them!!!
Your initial response to the given topic is to be posted in a new thread by 11:59PM on
Wednesday of the current week. Your two responses must be made on separate days to
at least (1) other class colleague by 11:59PM on Sunday of the current week.

END-OF-COURSE EXAM:
Your end-of-course exam is a series of questions. They are a combination of multiple
choice, true/false and essay style questions. You may use your book to answer the
questions. The exam is worth 20 points and covers Chapters 1-23 of the textbook. Please
answer the questions thoroughly. A rubric will be found under the Rubrics Folder.

CASE STUDY PAPERS:


Case studies are intended to present you with real world applications of organization
development situations, at which point you will then dissect the information to better
understand the underlying concepts applicable to the weekly readings. Case study papers
require 1-2 pages of written evaluation using 6th ed. APA format/style.

INDIVIDUAL FINAL PROJECT:


As an organizational development practitioner you have been asked to review a Fortune
500 Company. You will develop a plan to effectively manage change in your assigned
organization. You can review the current Fortune 500 list at:
http://money.cnn.com/magazines/fortune/fortune500/2013/full_list/
You will be required to write a paper (6-10 pages, excluding cover and reference pages,
using 6th ed. APA format/style). Companies will be determined by the end of Week 2 so
that you may begin researching, developing and preparing this assignment early in the
course.

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

V.

ADDITIONAL CLASS INFORMATION:


A. LATE ASSIGNMENTS:
I will not accept late assignments. You will receive 0 points for late work. All
assignments are due by Sunday evening at midnight of the week they are assigned.
Only students with a written medical or other College approved excuse will be
permitted to turn in assignments late. Contact me (via phone) within 24 hours of the
due date if you have any extenuating circumstances. Exams are subject to the same
policy. Due to the online flexibility of this course, there are very few reasons work
cannot be completed as outlined.
B. COURSE DISCLAIMER:
Check Blackboard Assignments regularly for changes or updates. This syllabus is not
a contract. It is my intention to keep with the schedule laid out in this syllabus, but I
reserve the right to change or clarify course topics, assignments, and deadlines. Any
such changes will be announced in advance, and it is the responsibility of students to
keep up with these announcements.
C. UNIVERSITY ACADEMIC INTEGRITY POLICY:
Plagiarism and other forms of dishonesty are unacceptable. It is your responsibility to
read, understand, and adhere to the Universitys Academic Integrity Policy.
If you are unsure of the University academic integrity policy, please review at:
http://www.wilmu.edu/studentlife/academicintegrity.aspx
Written assignments can be submitted as drafts through the Blackboard: Student
Success Center: Safe Assign Draft Folder prior to submitting assignments to me.
Safe Assign Draft Submission is a valuable student resource and I encourage you to
utilize this learning tool. Safe Assign seeks to educate students about intellectual
property and proper citations, as well as prevent plagiarism, whether intentional or
unintentional. To learn more about Safe Assign Draft Submission:
http://www.wilmu.edu/blackboard/toolsresources/safeassign.aspx
D. ACADEMIC WRITING GUIDELINES:
While some of these guidelines may seem fairly elementary, experience suggests that
periodic re-emphasis is a good idea. Please take them seriously, as your writing will
be evaluated partly on this basis.

Your papers should be typed using 12-point Times New Roman font (with one
inch margins all around), double spaced with page numbers. (Dont try the old
paper-lengthening tricks with margins, font size, line spacing, etc. Im wise to
them all.)

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

The paper will have a sustained argument. The aim of the paper is not simply to
relay facts, demonstrating that you have arrived at some understanding of the
discussion. Im interested also in your analysis or evaluation of the material; seek
to move beyond description (what) to explanation (why). The actual argument
developed is up to you; grades are in no way aided or hindered by your advocacy
of an argument with which I agree. The point is how well you make your
argument stick.

When you do depend on the work of others, you must give credit. You must use
APA formatting. You should invest in the style manual to learn the methods and
mechanics of citation and documentation. Be consistent throughout!

You should be aware of Wilmington Universitys policies concerning plagiarism.


Additionally, a good web site that fully explains plagiarism and how to avoid it is
www.indiana.edu/~wts/wts/plagiarism.html.
For instance, taking a sentence from another author, changing around a few words
or substituting one word for another, is a grade school trick that does not belong
in a university setting. Plagiarism will not be tolerated, and the penalties outlined
in Wilmington Universitys policy concerning academic dishonesty will be
rigorously applied. (By the way, dont quote me! Although this practice may be
flattering, you notice that I rarely back up what I say in class with footnotes.
Treat everything said in class as hearsay, matters requiring further
documentation.)

The paper will be well written. Quality writing can strengthen even weak
arguments, although not substitute for them. Pass your paper around to other
people. Take advantage of the good people at the Writing Center. Do whatever
you can to write well. Proofread, proofread, proofread.

A few more specific suggestions in this regard:


1. Spend a good deal of time on the structure, organization, and outline of the argument.
Anyone can record what they think; it takes work to captivate an audience with your
logic and insight. Use the HAMBURGER METHOD of writing to help format your
paragraphs and your overall paper.
2. Avoid repetitiousness. Restating an idea several times, using different words, is not the
same thing as developing an idea.
3. Excessively long paragraphs often are a sign of poor organization. Excessively short
paragraphs may suggest that an idea has been insufficiently developed.

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

4. Avoid overly complex and unwieldy sentences. State things clearly and directly. In
particular, do not overuse the passive voice. For example, do not say: It was assumed
that Canada would accept Floridas application to become the eleventh province. It is
better to say: The opposition parties assumed that Canada. . . . Make sure that your
sentences are concise and easily understood.
5. Avoid contractions (i.e.: cant) in formal writing. Apostrophes are used to indicate the
possessive case of nouns (e.g., Blacks presidency), but not of the neuter pronoun it
(e.g., The student government lived up to its campaign provinces.) Its is used as a
contraction for it isbut then, youre not using contractions anyway.
6. Also avoid colloquialisms, e.g., US Customs says it is okay for Americans to bring one
live panther per year per person into the country. Rather say: US Customs permits
Americans to bring. . . .. Also avoid the indefinite you: From the observatory you can
see the magnificent King of Prussia skyline.
7. Avoid lengthy quotations, especially in short papers such as this. Im more interested in
discovering how you understand what the writer or speaker is saying.
8. Do not use words like idea, notion, aspect, concept, etc., to make up for a lack of
greater precision. These end up sounding vague in the context of the larger sentence. For
example, do not say: Stare decisis is an idea of the courts. Rather say: Stare decisis is
a legal principle recognized as binding on the courts. This is much more precise.
9. If you find yourself writing in this way, Madison goes on to say . . . or Tocqueville
makes another point . . . , then go back and be sure that you have understood the overall
argument. The use of such language often (though not necessarily) indicates that you are
picking up only fragments of the argument, rather than the larger sense of what is holding
them together.

A note on Internet research. The sheer amount of information out there in


cyberspace is tremendous. However, quantity does not guarantee quality: do not
assume that if it is available it is to be believed. Unlike an academic journal or a
book published by a university press, most cyber-content is not refereed; no one is
checking for accuracy, clarity, etc. Use all such material with caution. A good
site that addresses the question of Internet resource quality is
http://www.vuw.ac.nz/~agsmith/evaln/evaln.htm. And of course, cite all Internet
sources as you would other references (including path, date you read the material,
date the material was last modified). In my experience, librarians are very helpful
people in guiding researchers towards reputable resources.

Finally, I am willing to give any assistance as needed, at any stage in the process.
It is most helpful, however, to come to me after youve struggled with it for a
while and have some ideas or questions developed.

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

E. TIPS FOR SUCCESSFUL ONLINE COURSES:


Get input from former students of the course. Find out where the easy spots and the hard
spots are. Ask previous learners where they thought "if only I had known that . . ."

Familiarize yourself with the course design. Spend time looking at the course syllabus
even before you register. Decide if you can be a successful self-directed learner in this
particular study content.

Be realistic. If there is insufficient time in your personal schedule to do the work of the
course, you will be frustrated. You will not have to keep a class attendance schedule, but
you will have to do regular academic work.

Set interim goals and deadlines. Thinking about doing the whole course can be
overwhelming. Accomplishing parts of it in reasonable time periods is encouraging and
constructive.

Organize your goals in a study schedule. Remember you should be spending at least two
study hours each week for every credit you are taking. Identify study times when you are
fresh and attentive and stick to those times every week.

Stay in touch with your instructor. Read the announcements, visit or call your assigned
instructor regularly. Sometimes you may think you are not even sure about how to ask a
question about your work; that's when the teacher can help most!

Evaluate your own progress regularly. Re-read the course objectives and standards often
to see how you are progressing with them.

Keep aware of your materials. Distance learning courses have many different materials.
Remember you are not just watching or listening. You are learning from those various
materials. Take notes. Imagine questions that might be on a test from your study guide,
from your textbook, from films or audio tapes.

Time your tests wisely. Be sure you have mastered the material that will be the basis for a
particular test before you take that test. Don't be in too much of a rush; that can lead to
sloppy and ineffective testing.

Set deadlines for yourself, and stick to them. Keep a calendar showing the number of
weeks in the quarter and mark it off with the amount of work you need to do each week.
Mark in the days when you will expect to take tests, submit projects, contact the
instructor.

Find some study-buddies. If you need the companionship of other learners for academic
success, ask your instructor for help in identifying other students who may want to work
with you.

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

Discuss your progress. Ask your instructor at various points in the course how your
progress is going. Point out areas that you think are difficult or unclear. Ask for help.
You are in charge here. The instructor is your coach, but you have to execute the plays.

Find your most effective motivators. What makes you persevere at a task? Do you get
excited when you master a skill? Do you need a reward? Will promising yourself a
pleasant diversion increase your concentration? e.g. "I'll study for two solid hours, and
then I'll call my friend who's just back in town." Don't make the phone call before you
study; it's too likely you'll wind up dropping the books for a good time with your friend.
Remember the importance of sticking to a schedule. Pretend you really are in class when
you are scheduled to do your course work.

The instructor reserves the right to make changes or adjustments to this syllabus, due
dates and its content at their discretion and without notice. Check Bb announcements
regularly for any such changes, notifications or updates.

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