MOR 463:

ORGANIZATION CHANGE & DEVELOPMENT

Semester: Spring 2016; Section 16673R

Days: Tuesday & Thursday, 4-5:50 PM

Dates: First Class: 1/12; Last Class: 4/28

Final: As Per USC Schedule

Room: JFF 240

Professor: MICHAEL A. MISCHE

Office: HOH 415

Office Phone: 213.740.0728; Facs: 213.740.3582

Office Hours: Tue. & Thurs: 3:00 – 4:00 PM

Mon & Wed: 4:00 – 6:00 PM

Anytime after class and by appointment.

Please feel free to email or text me at

anytime with any questions, ideas,

comments or needs.

Email: mische@marshall.usc.edu

mamische@gmail.com

1.0 COURSE DESCRIPTION & SYLLABUS

1.1 Course Description

Welcome to MOR 463! Organizations face many challenges and pressures, the most significant of

which is survival and survival requires constant learning, adaptation, innovation and change.

This is a practical course that addresses the issues, basic theories, and methods associated with

organizational behavior, change, and development in contemporary organizations. In this course,

we will discuss and learn theories related to organizational development, human relations and

interventions, strategic change, organizational behavior, diagnosing organizational dynamics and

behavior, collecting and interpreting data, assessing organizational performance, and consulting for

organizational improvement and change.

In MOR 463, students will be introduced to both historical and contemporary theories and methods

of introducing change in organizations, leading change, the ethical issues of surrounding change

and management techniques for effectively changing an organization. The course also explores the

role of leadership in change and how leaders effect change. Cases are used to help translate theory

into practice.

In this class, we explore various methods for change, the process steps for changing an organization

and different analytical methods associated with assessing, planning, managing and measuring

change. The course is oriented to contemporary business topics and students are expected to

participate in class. Learning teams, individual assignments, formal cases, and a textbook are used

to facilitate knowledge development and transfer.

MOR 463 is organized into two segments: Theory and Practice. The Theory portion of the course

is covered in the first half of the semester. Practice, which is composed of cases, is addressed in the

second half of the semester. The course culminates with two sessions dedicated to OD consulting.

Course wraps and a review for the final are also scheduled.

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MOR 463 Course Syllabus: Spring 2016

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1.2 Learning Objectives

Ultimately, you will encounter many organizational issues and challenges in your career. MOR 463

is designed to help prepare you for these issues and challenges. The primary objectives of this

course are to: (1) Provide you with an opportunity to become familiar with the basic theories of

organizational behavior, assessment and development, (2) Develop an awareness and fundamental

knowledge of organizational assessment and analysis, (3) Develop an awareness of the leadership

issues and role of the leader in organizational performance and change, and (4) Help further develop

and expand your critical thinking and analytical skills.

Some specific course objectives, include:

1. Developing a basic understanding of how organizations learn, evolve and behave.

2. Developing a basic understanding and fundamental knowledge of the models and theories

of organizational behavior and development.

3. Developing a basic understanding and appreciation for the issues and conditions

associated with behavior and development in modern organizations.

4. Exploring some of the ethical issues associated with associated with organizational

behavior and development.

5. Developing an understanding of the strategic role of change in the organization and the

impact of change (or failure to change) on organizational performance.

6. Learning how to apply the key concepts and tools organizational assessment,

development and change.

7. Learning how to distinguish, evaluate and analyze process from content issues.

8. Developing an overall awareness of organizational behavior and change as relates to a

number of different companies and industries, including the issues associated with

operational change, process change, cultural change, technology change, strategic

repositioning and human relations.

9. Learning how to apply basic data collection, analysis and assessment processes in an

organization.

10. Having lots of fun learning cool stuff that you can use in your career!

1.3 Course Components

MOR 463 is comprised of several different components. Each component is designed to provide

you with a specific set of skills, tools, analytical framework and knowledge. Collectively, the

course components should provide you with a balanced and robust foundation in organizational

development and change that you can reference in your careers and further education. To achieve

its learning objectives the course is organized into specialized learning teams of 5-7 members each.

By example, if a class has 40 students, there would be 6-8 teams. Each team is assigned a particular

question or set of questions related to a case. The team will formally present the case to the class

and also submit a formal written hand version.

To facilitate collaborative working, data sharing, and centralization of work effort and products,

Blackboard and Google Docs will help create a technology-enabled construct for collaborative

work and the sharing of inter-related data, findings and processes.

Grading for MOR 463 is competitive and based on a combination of factors, including: quizzes,

presentations, midterm and final exam. Section 1.8 provides additional information about the

grading and the performance expectations of MOR 463.

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MOR 463 Course Syllabus: Spring 2016

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1.3.1 Academic Components

MOR 463 is composed of six major academic components. Each component is designed to provide

you with a specific learning experience that supports a particular set of objectives, needs, skills,

tools, analytical framework and knowledge essential to your development as a Marshall student.

Specifically:

1. Classroom Component. This is a highly interactive class that provides you with a great

opportunity to learn, challenge yourself and others and develop your critical thinking,

analytical skills, management acumen and communication talents. Come to class ready to

work, participate, contribute and have fun. Classes are similar to any business or

boardroom, they are direct and facilitative and provide a forum to challenge the professor,

your classmates and most importantly, yourself.

Lectures are important…most of what you will learn is lecture based, collaborative and

case or project related. The readings either “set the stage,” reinforce concepts, or provide a

different perspective. Come to class prepared to contribute, challenge and be challenged

and take every advantage to challenge me, learn, explore and extend your knowledge.

2. Readings & Cases Component. We will discuss assigned readings and or aspects of the

individual projects during designated classes. The readings and discussions provide us the

opportunity to learn, practice, hone our perceptions, advance our analytical abilities, and

to learn directly and vicariously from others’ situations and each other (inter-relations and

cross functional learning was critical to Jack Welch’s turnaround at GE…let’s take a page

from his book!).

3. Team Participation & Contribution. Your functioning and contributions to the efforts of

your team are essential components of your development as a future leader of

organizations. Your participation, engagement, dedication and contribution to the

performance of your team carries a weighting for grading purposes. Participation on a team

provides you with an opportunity to lead, be an individual contributor, and function as an

effective team member. More importantly, learning how to create, manage and sustain

collaborative teams are important management and consulting skills.

4. Intellectual Component. This component focuses your cognitive and decision making

abilities. The intellectual component includes reading, learning models of behavior, design,

and leadership, discussing ideas from the readings and from other sources. As indicated, in

this class we will focus on 4 dimensions of learning, knowledge transfer and skill

development:

a. Factual Knowledge is knowledge that is basic to specific disciplines. This dimension

refers to essential facts, terminology, details or elements students must know or be

familiar with in order to understand a discipline or solve a problem in it.

b. Conceptual Knowledge is knowledge of classifications, principles, generalizations,

theories, models, or structures pertinent to a particular disciplinary area.

c. Procedural Knowledge refers to information or knowledge that helps students to do

something specific to a discipline, subject, and area of study. It also refers to methods

of inquiry, very specific or finite skills, algorithms, techniques, and particular

methodologies.

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d. Metacognitive Knowledge is the awareness of one's own cognition and particular

cognitive processes. It is strategic or reflective knowledge about how to go about

solving problems, cognitive tasks, to include contextual and conditional knowledge

and knowledge of self.

5. Office Hours & Support Component. This component focuses on my availability to

support your efforts, assist in understanding course content, and facilitate your success in

MOR 463. I am here to help make you successful and I take that responsibility and

commitment seriously. Please feel free to come forward at any time with any questions,

needs, suggestions, or ideas to make your learning experience more meaningful. I’ll do my

best to be responsive, communicative and facilitative and to help you succeed in this course

and in securing employment or your career.

6. ELC sessions. MOR 463 has 3 scheduled ELC sessions.

Grading for MOR 463 is competitive and based on a combination of factors, including: quizzes,

presentations, midterm and final exam. Section 1.8 provides additional information about the

grading and the performance expectations of MOR 463

1.4 Required Materials

This course uses a number of different materials. Primarily, the course uses a combination of formal

business cases, a textbook, a reader, and supplemental materials that are posted by the professor on

Blackboard (see “Course Notes” below). For this course, we are using a textbook that is coauthored

by the Chair of the Dept. of MOR here at USC. We will also view a movie in this class.

Additionally, the course may also integrate other media such as, news segments from sources such

as, CNBC, Discovery Channel or Fox Business.

Required Textbook

Required Primary Text:

Cummings, Thomas G. & Christopher G. Worley (C & W). Organization Development

and Change. 9th ed., West Publishing Co.: Minneapolis/St. Paul, 2008. (NOTE: Eighth ed. will work also…rent the book or get a used edition)

Required Course Reader

Required Course Reader:

We will be using a Harvard Course Reader composed of cases and articles. See BB for

posting of URL

Movie

In MOR 463, we watch the feature film, “Twelve O’clock High” starring Gregory Peck.

See: http://en.wikipedia.org/wiki/Twelve_O%27Clock_High

Class Packets

Please note that from time to time that I will be posting “Class Packets” for selected classes on

Blackboard. The class packets are very important as they provide insight into specific learning and

topics. They also provide discussion questions.

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1.5 Prerequisites and/or Recommended Preparation

BAUD 304 is a required course. Please make an effort to stay current with business issues by

accessing CNBC, Bloomberg and other business news services. Also, please take a few minutes to

thoroughly review this syllabus!

1.6 Course Expectations…Prof. Mische’s 7 Simple Rules to Help You Succeed!

1. Texting & Emailing: Please don’t text or email in class. It’s distracting to faculty and to

others and frankly it’s rude. If you must text, kindly remove yourself from the classroom

and do so outside. If I find that the texting or emailing is a distraction to our collective

efforts, I will ask you to leave….no negotiation necessary. Stay focused!

2. Preparation: I expect you to be prepared for each class and come prepared to participate,

contribute and learn. Furthermore, as Marshall degree candidates you are expected to meet

and satisfy all due dates and deadlines. Do the work…take the initiative.

3. Participation: This is a highly interactive course. Given the nature of the course and my

teaching style, it will be relatively easy to participate. You are encouraged to explore

various ways to express yourself and your ideas. However, we are all different in how we

express our participation, so a wide range of participation activities is acceptable, but

performance must be demonstrated individually, within the teams and in the class. Each

person will be subjectively evaluated by the team and by the instructor as to his or her

preparation for the sessions in addition to his or her contribution to the team performance.

Use and seek every opportunity to get better here, at Marshall, so you perform better in

the C-suite!

4. Focus: During class time and during your team meetings and research, it is critical to be

focused on the task, topic, case, etc, that is assigned. This would include not reading the

DT, engaging in side conversations, working on another class, checking your texts, etc.

Focusing requires energy, concentration, and your intention to carry your share of the

responsibility to make your team and the class effective for everyone. Stay in the moment!

5. Attendance: Everyone at some time might miss a class. As Marshall degree candidates,

USC expects you to be responsible and let faculty know in advance when you will miss a

class wherever possible, or to follow-up when it is not possible. As lectures are important,

excessive absences (more than three) could possibly negatively affect your final grade in

the course. You worked hard to get to USC…come to class!

6. Relax. Relax and enjoy the learning experience that is unique to Marshall and USC. Put

effort into your learning, take the class seriously, and do the work. If you achieve those

objectives, then you should do well in the class. More importantly, the material that you

learn in this class is valuable to your career and professional development. Enjoy the ride!

7. Hey Mische! I want you to know that I take your commitment to USC, your degree and

your professional and personal development very seriously. I want you to succeed! I want

you to excel and just absolutely shred the class and the material. Please know that I am

available to help in any way that I can. If you are having problems with the material…text,

email, call or come see me! If you need a recommendation for grad school or

employment…text, email, call or come see me! If you are having issues with me or my

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teaching style…text, email, call or come see me! If there are other issues affecting your

performance…text, email, call or come see me! The door is always open.

1.7 Course Notes

Announcements, key dates, shared information, lecture documents, notes, articles, supplemental

course documents are posted on Blackboard. It is your responsibility and solely your responsibility

to check Blackboard for updates and materials and to also check your email for communications

from me.

1.8 Grading Policies

I recognize that your work is reflective of many factors. Please be assured that I take grading very

seriously and will work hard to grade you as thoroughly and as accurately as I possibly can. For

this course your grade will be based on a combination and the total points earned in four grading

events: (1) quizzes, (2) midterm, (3) final, and (4) team performance (presentation(s)). Accordingly,

your final grade will be reflective of both individual and team performance and is based on the total

number of points that you earn and how those points compare to the class.

Final grades represent how you perform in the class and grading events and relative to other

students, as reflective of the course materials and grading criteria. YOUR FINAL GRADE IS

BASED ON THE TOTAL NUMBER OF POINTS THAT YOU EARN IN THE CLASS

REFLECTIVE OF THE GRADE DISTRIBUTION OF THE CLASS. The more points you

earn, the higher your grade. Your grade will not be based on a mandated GPA target, but on your

individual performance and the performance of the class as based on total points earned.

Historically, the average grade for this class is about a “B+.”

Four primary criteria are considered when assigning final grades:

1. Your average weighted score as a percentage of the available points for all assignments

(the points you receive divided by the number of points possible).

2. The overall average percentage score within the class.

3. Your ranking among all students in the class.

4. The grade splits (percentage distributions) of the class.

Below please find the proposed grading composition for this class. Please note that I may change

the weightings based on class performance and subject to our collective agreement and vote.

MOR 463 - SPRING: GRADING COMPOSITION:

Grade Event Weighting

Quiz 1 5% (Individual based grade)

Mid-term 30% (Individual based grade)

Quiz 2 5% (Individual based grade)

Team Presentations 25% (Team based grade)

Final Exam 35% (Individual based grade)

Total: 100%

The final exam will be scheduled as per the USC calendar for finals. Since we are on tight

schedule, no exceptions to the final exam will be granted without USC approval.

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1.9 Assignments

The assignments for this class involve a combination of readings, cases and a team project.

o For readings and cases: please see Section 3.0, “Course Calendar” for a description of

class session topics, reading assignments and other information (Excel spreadsheet).

o Team Project: Please organize yourselves into teams of five students. This will be your

“learning team” for the entire semester, so select wisely and carefully. The team

performance component is 25% of your final grade (see Section 1.8 above).

o Print and Hand in all homework, assignments and extra credit work. DO NOT email

your assignments to me. If you email them, they might get lost, misplaced or

overlooked…hand in your work…Thanks!!

1.10 Assignment Submission Policy Assignments must be turned in on the due date/time in HARD COPY format. Any assignment

turned in late, even if by only a few minutes, will receive an automatic one-third grade reduction

(for example, if your work is a B+ grade, you will be given a B grade). If you are unable to attend

class on that day, let me know ahead of time. Late or not, however, you must complete all required

assignments to pass this course. Basically, I’m asking you to take responsibility to meet the

deadlines.

1.11 Evaluation of Your Work

Marshall degree candidates are expected to perform at the highest levels…period!

Your work will be evaluated based on the objectives of MOR 462 and the criteria described herein.

You may regard your team performance and each of your submissions as an “exam” in which you

apply what you’ve learned according to the assignment. Faculty will do its best to make their

expectations for the various assignments clear and to evaluate them as fairly and objectively as they

can. If you feel that an error has occurred in the grading of any assignment, you may, within one

week of the date the assignment is returned to you, write a memo to the appropriate faculty member

and request an explanation and re-evaluation of the assignment. Attach the original assignment to

the memo and explain fully and carefully why you think the assignment should be re-graded. Be

advised that as in business and life, the re-evaluation process can result in three types of grade

adjustments: positive, none, or negative.

2.0 ADDITIONAL INFORMATION

2.1 Retention of Graded Coursework. Final exams and all other graded work, which affected

the course grade, will be retained for one year after the end of the course if the graded work has not

been returned to the student (i.e., if I returned a graded paper to you, it is your responsibility to

retain it).

2.2 Technology Policy and In-class Use of Laptops and Other Devices. Laptop and Internet

usage is not permitted during academic or professional sessions unless otherwise stated. Use of

other personal communication devices, such as cell phones, is considered unprofessional and is not

permitted during academic or professional sessions. ANY e-devices (cell phones, PDAs, I-Phones,

Blackberries, other texting devices, laptops, I-pods) must be completely turned off during class

time. Upon request, you must comply and put your device on the table in off mode and FACE

DOWN. You might also be asked to deposit your devices in a designated area in the classroom.

Videotaping faculty lectures is not permitted due to copyright infringement regulations.

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MOR 463 Course Syllabus: Spring 2016

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Audiotaping may be permitted if approved by the professor. Use of any recorded or distributed

material is reserved exclusively for the USC students registered in this class.

2.3 Statement for Students with Disabilities. Any student requesting academic

accommodations based on a disability is required to register with Disability Services and Programs

(DSP) each semester. A letter of verification for approved accommodations can be obtained from

DSP. Please be sure the letter is delivered to me (or to your TA) as early in the semester as possible.

DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone

number for DSP is (213) 740-0776. For more information visit www.usc.edu/disability.

2.4 Statement on Academic Integrity. USC seeks to maintain an optimal learning

environment and the highest academic standards. General principles of academic honesty include

the concept of respect for the intellectual property of others, the expectation that individual work

will be submitted unless otherwise allowed by an instructor, and the obligations both to protect

one’s own academic work from misuse by others as well as to avoid using another’s work as one’s

own. All students are expected to understand and abide by these principles. SCampus, the Student

Guidebook, (www.usc.edu/scampus or http://scampus.usc.edu) contains the University Student

Conduct Code (see University Governance, Section 11.00), while the recommended sanctions are

located in Appendix A of that document.

Students will be referred to the Office of Student Judicial Affairs and Community Standards for

further review, should there be any suspicion of academic dishonesty. The Review process can be

found at: http://www.usc.edu/student-affairs/SJACS/. Failure to adhere to the academic conduct

standards set forth by these guidelines and our programs will not be tolerated by the USC Marshall

community and can lead to dismissal.

2.5 Emergency Preparedness/Course Continuity. In case of a declared emergency if travel

to campus is not feasible, USC executive leadership will announce an electronic way for instructors

to teach students in their residence halls or homes using a combination of Blackboard,

teleconferencing, and other technologies. Please activate your course in Blackboard with access to

the course syllabus. Whether or not you use Blackboard regularly, these preparations will be crucial

in an emergency. USC's Blackboard learning management system and support information is

available at blackboard.usc.edu.

2.6 Statement on Academic Conduct and Support Systems

2.6.1 Academic Conduct. Plagiarism – presenting someone else’s ideas as

your own, either verbatim or recast in your own words – is a serious academic

offense with serious consequences. Please familiarize yourself with the

discussion of plagiarism in SCampus in Section 11, Behavior Violating University

Standards https://scampus.usc.edu/1100-behavior-violating-university-

standards-and-appropriate-sanctions. Other forms of academic dishonesty are

equally unacceptable. See additional information in SCampus and university

policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct.

2.6.2 Discrimination, sexual assault, and harassment are not tolerated by the

university. You are encouraged to report any incidents to the Office of Equity and Diversity

http://equity.usc.edu or to the Department of Public Safety

http://capsnet.usc.edu/department/department-public-safety/online-forms/contact-us. This

is important for the safety of the whole USC community. Another member of the university

community – such as a friend, classmate, advisor, or faculty member – can help initiate the

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report, or can initiate the report on behalf of another person. The Center for Women and Men

http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual

assault resource center webpage http://sarc.usc.edu describes reporting options and other

resources.

2.6.3 Support Systems. Students whose primary language is not English should check with the

American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops

specifically for international graduate students. The Office of Disability Services and Programs

www.usc.edu/disability provides certification for students with disabilities and helps arrange the

relevant accommodations. If an officially declared emergency makes travel to campus infeasible,

USC Emergency Information http://emergency.usc.edu will provide safety and other updates,

including ways in which instruction will be continued by means of blackboard, teleconferencing, and

other technology.

3.0 COURSE CALENDAR/READINGS/CLASS SESSIONS

(Note: BB refers to “Blackboard”

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MOR 463 Course Syllabus: Spring 2016

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MOR463-SPRING17:READINGS&TOPICS-Updated2/15SESSION DATE TOPIC TITLE PROD #

ORGANIZATIONAL DYNAMICS & BEHAVIORS

1 1/10 Course Intro. Welcome to 463

2 1/12 Basic Concepts Setting the Stage

3 1/17Organizational Dynamics &

DilemmasMovie: "Twelve Angry Men"

4 1/19Organizational Dynamics &

DilemmasMovie: Happy Valley (Jerry Sandusky Scandal)

5 1/24 Discussion: Happy Valley Moral Dilemmas: Discussion "Happy Valley"

LEADERSHIP & DECISIONMAKING

6 1/26 LeadershipReading: Defining Leadership

Reading: The Thoughtful Leader

407032

IN1175

7 1/31 Analysis & DesignReading: Analyzing Work Groups

Case: Wildlife Entertainment: Org. Structure Analysis

407032

IN1175

8 2/2

9 2/7 Leadership & Culture Movie: Twelve o' Clock High

10 2/9 Leadership & Culture Movie: Twelve o' Clock High

MOTIVATION, INCENTIVES & DISCOURAGEMENT

11 2/14 Motivations Lecture: Individual & Collective Factors of Motivation

12 2/16 MotivationsLecture: Creating & Expressing Motivation

Case: Lott Industries- The CEO Fights for Survival

W16005

NA0335

CULTURE & ENVIRONMENT

13 2/21 CultureReading: Cultural Competence- Why It Matters & How You

Acquire It…IIR145

14 2/23 Culture & ValuesReading: The Keys to a Positive Business Culture: The Value of

ValuesIIR147

15 2/28 Culture, Conflict & Crisis Reading: Skills for Tomorrow- A Management Team in Crisis W13331

16 3/2 Culture & Conflict Case: The Merger of UCSF & Stanford Health Services PH1015

17 3/7 Review for Midterm In-class session

18 3/9 MIDTERM In-class midterm

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18 3/9 MIDTERM In-class midterm

3/14 Spring Break

3/16 Spring Break

19 3/21 Welcome Back Reset, Review & Recover

SOCIAL RESPONSIBILITY & ETHICAL BEHAVIORAL

20 3/23Contemporary Issues in Org.

Culture

Reading: Sexual Assualt on Campus (MAM Chpt. On BB)

Case: Domestic Violence in the NFL

Mische on

BB

W15465

21 3/28Contemporary Issues in Org.

CultureCase: Heavy Fumes Exhausting the Volkswagen Grp. HK 1089

ORGANIZATIONAL ANALYSIS & DESIGN

22 3/30Hierarchies

Reading: Building an Organizational Structure for Scale

Reading: The Ups & Downs of Managing Hierarchies

W16005

IIR153

23 4/4 Matrix Reading: How to Make the Matrix Work IIR147

24 4/6 Flat Reading: Going Flat: Pursuit of a Democratic Org. Structure UV6499

ORGANIZATIONAL PERFORMANCE & CHANGE

25 4/11 Capacity & ChangeReading: Org. Behavior: Decision Making

Reading: Building Org. Capacity for Change- 1and 2

8383

BEP077

BEP078

26 4/13 Capacity & ChangeReading: Designing Org. for Dynamic Capabilities

Reading: The Reason People Won't Change

CMR629

R0110E

27 4/18 Change ReadinessReading: Are You Ready for Change

Case: At Ford, Turnaround is Job One

7126BC

KEL663

ORGANIZATIONAL PERFORMANCE & CHANGE

28 4/20Org. Behavior & Career

Considerations

Reading: Developing Professionals the BCG Way

Reading: The Progress Principle: Using Small Wins to Foster

Change

903113

8595BC

29 4/25 You As A CEO Reading: Completing Your Journey: Becoming a Great Boss 7329BC

30 4/27 COURSE SUMMATION Wrap-up

31 5/1-3/17 Review Sessions Actual date, time & location to be determined and posted

FINAL TBD Finals are per USC Schedule…NO EXCEPTIONS