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This course is intended to sharpen students' skills in the art of relating successfully to other individuals and groups. The course uses an intensive group experience to make students more aware of how their actions affect others, more capable of giving and receiving interpersonal feedback, and more cognizant of processes through which groups work. Several Saturday classes.

This course studies organizational analysis through appreciative inquiry. It explores multiple frame works for understanding the complexity of organizational life. Students form teams and conduct appreciative studies across industries. This course also addresses questions of organizational change (how to move from theory/ideal to practice). Learning is experiential in nature.

This course focuses on change as an inescapable fact for organizations and societies of the present and future. Given the existence of such change, how may individuals charged with managing or facilitating an organization's response to change deal with their task, and what conceptual or technical tools will help them cope with the challenges of the unpredictable? The course examines social and organizational change to provide a base for considering the future and the demands it is likely to pose. Strategies and tactics used in organizational and social developments in the past are critically examined for their relevance to the future.

Sustainability is introduced as a movement in business to create value by responding to social and environmental problems in ways that meet current needs without reducing future capacity. Students are introduced to systems thinking skills, such as whole system mapping, causal loop modeling, emergent hypotheses, stakeholder analysis and engaging productive dialogues. Emphasis is placed on use of these skills as methods for working with clients to create actionable knowledge, thereby integrating reflection with action to leave the client system stronger.

This course explores answers to questions such as: Who are leaders? Are they different than managers, heroes and heroines? How do the effective ones think and act? What situations create leaders, foster their emergence or provide opportunities? What makes us want to follow them? What are the personal pits of being a leader (i.e., sex, drugs, alcohol, insomnia, ulcers, etc.)? How are leaders developed? Case studies, self-study and at-work projects will be the primary methods used in the course.

This course addresses important leadership and management issues concerning women in organizations. The course provides complex understandings of issues pertinent to professional women and work such as sex role typing, sex-based discrimination, equal pay, sexual harassment, work-family balance, women's leadership and women's career issues and development. The course helps students increase self-knowledge about their own values and practices as well as enhance their capabilities as leaders and managers. We will examine the opportunities, challenges, trade-offs, and organizational dynamics experienced by women in work settings, as well as the interpersonal, organizational, and societal structures and processes impacting women in organizations. Through a variety of course methods, students gain greater awareness of the gendered nature of work and organizations and learn effective strategies for women's career progress and effective participation in organizations.

In this course, we will continuously attempt to answer two questions: (1) What is the process of sustained, desirable change? and (2) What is the role of a leader? Concepts from complexity theory will be used, including understanding the multilevel nature of SDC at the individual, dyad, team, organization, community, country, and global levels. Intentional Change Theory (ICT) will be used as the organizing concept for the changes studied.

This course will attempt to develop leadership values and competencies in Organization (OD) within the global arena. Objectives for the course include: (1) developing an executive view of the state of the world; (2) building skills in appreciative inquiry for researching best practices of organizations to maintain sustainable economic development; (3) learning how to build organizational capacities for responding to the global agenda for change; and (4) developing a global consciousness to a larger set of global values to provide a vision for a better world and the potentials of our organizations to assist in realizing such a vision.

This course addresses workforce diversity issues from individual, group, and organizational perspectives. The focus is on innovative ways of utilizing today's culturally expanding workforce. Emphasis is on the "what and how" for managers in developing a corporate culture that embraces diversity, helping them in learning to work with, supervise and tap the talent of diverse employees within their organizations. Included are methods for modifying systems to attract, retain, develop, and capitalize on benefits of the new workforce demographics. A retreat experience is part of this course and is required of all participants.

This is an introduction to organizational behavior and development. The twin objectives are to increase awareness of the many ways in which behavior in organizations can be explored and to develop basic skills in understanding, diagnosing and intervening in organizational life. Classroom activities combine experiential exercises with homework assignments that focus on participants' current jobs, leadership responsibilities and career plans. Limited to candidates for the MSODA program.

This course surveys past and present research on the unique contributions of the executive role in organizations and how leadership, decision and problem management, change management, and strategic planning are enacted from the executive perspective. Participants' historical analysis of leadership in their organizations provides the basis for applying the concepts presented. This course is limited to students in the Executive M.B.A. Program. Prereq: E.M.B.A. only.

This course has two objectives: (1) to learn to design and deliver training workshops; and (2) to plan and execute organizational change and/or analysis projects that are consistent with their current skills, career plans and developmental needs, and with the opportunities, strategic needs and organizational problems of their client organizations. This course is limited to candidates for the MSODA program.

Participants design, execute and formally present problem-solving projects in their organizations. Each project is supervised by appropriate faculty and organization members. This course is limited to candidates for the MSODA program.

This course focuses on ways of looking at the interface between organizations and their environments that have important implications for organizational development activities and the people who design and implement them. The first part of the course reviews several conceptual approaches to assessing this interface. The second part involves the application of these approaches to a series of organizational/environmental problems that members of the class perceive their organizations as currently experiencing. Limited to MSODA candidates.

The purpose of this course is to learn a method for assessing a participant's knowledge, abilities, values and interests relevant to leadership and executive management so that the person will be able to develop and implement a plan for enhancing leadership and executive capability throughout career and life. The enabling objectives are: (a) to construct aview of current and desired capability (i.e., knowledge, abilities, values, and interests); (b) to develop an individualized learning agenda and plan for the next 3-5 years; and (c) to explore techniques to assist others in doing the same. This course is limited to students in the Executive M.B.A.program.

The objective of this course is the development of skills in effective human interaction, with emphasis on the pragmatics of working with people in organizations. The focus is on learning by doing through the use of applied behavioral science methods of simulation, role plays and structured exercise. Leadership topics covered include decision management, problem management, motivation, planned change, teamwork, and the language of leaders. Designed for MSODA students. M.B.A. students admitted upon consent of instructor.

The OB Department Seminar is organized and managed by the first year PhD students. Seminar sessions will alternate between first year meetings and gatherings of the ORBH community of students, faculty and friends. Community sessions will be organized around research presentations of PhD Qualifying Papers, Dissertation Proposals and Dissertation Defense. Seminar Objectives: 1. To create and sustain an appreciative, intellectually nourishing learning space for the ORBH community that will support, inspire and empower us to explore the frontiers of scholarship in our field; 2.To provide a forum for sharing the ongoing research and scholarship of the department; 3. To develop productive collaborative research relationships; 4. To increase our collective knowledge of the current state of the art in OB and to develop productive collaborative research relationships; 4. To increase our collective knowledge of the current state of the art in OB and related fields.

This course is a review of major concepts and research in group dynamics and interpersonal relations. Topics concern face-to-face social interaction such as communication patterns, power, hierarchy, leadership, norms, goals, productivity, social theories of personality, and personal change through group methods. The course combines cognitive emphasis and personal experience-based learning. Prereq: Consent of instructor.

This course will examine the process by which individuals change and the methods often used to facilitate this change. How and what a person chooses to change (i.e., select their change goals) will be explored, as well as factors affecting the extent to which he or she changes. The efficacy and ethics of various approaches to individual change as part of human resources and organization development efforts will be discussed.

This course is an introduction to major themes and concepts in sociology that influence the field and to sociological analysis as it relates to the careers of behavioral science practitioners. Students are exposed to major theoretical orientations as well as to summaries of current thinking in several major topic areas in sociology. The studies of sociology, sociologists and the self are combined to help students develop a sociological perspective of their own potential roles in the applied behavioral sciences. Prereq: Consent of instructor.

The purpose of this course is for students to become familiar with various theoretical and research approaches employed to analyze and understand organizational systems. We will read about and discuss different perspectives or schools of thought that provide insights in learning about and understanding organizational phenomena, the relationship between organizations and their social, political, institutional, and economic environments, and the nature and role of politics, power, and conflict that may result from organizing.

This course is designed as a methodological practicum in theory building through qualitative methods. The process of good theory construction is portrayed as the discovery of theory from data, resulting in the co-construction of knowledgeof consequence. The course asserts, in Lewinian fashion, that "there is nothing so practical as good theory." It thenfocuses on the methods, personal disciplines, and perspectives needed to bring this dictum alive. Individual research proposals are developed throughout the semester.

Examination of full range of feminist research methods exploring relationship between feminism and methodology involving a plurality of perspectives for conducting research and creating knowledge with an emphasis on collecting and interpreting qualitative materials. Particular attention is paid to understanding gender- and diversity-related phenomenon that occur in the workplace. Classic feminist research from a variety of historical, societal, economic, interpersonal, and organizational paradigms are incorporated.

This course provides an exploration of the learning and development paradigm underlying the human potential development approach to human resource development. The origins of this approach in the naturalist epistemologies John Dewey's pragmatism, Kurt Lewin's gestalt psychology, the work of James, Follett, Emerson, Piaget, Maslow, Rogers, and others and current research in adult development, biology and brain/mind research, artificial intelligence, epistemology, moral philosophy and adult learning will be considered. The course will focus on applications of theses ideas to current issues in human resource development such as adult learning in higher education, advanced professional development, and large system learning and development.

The course is designed to provide doctoral students with broad exposure to the theoretical foundations of research in the area of groups and teams in organizations, and to current and emerging trends in the research within this area. The ultimate objective is to enable students to conduct independent research on topics relevant to groups and teams within organizations. The primary focus will be on task-oriented groups and teams, and in the organizational context. It will draw from basic research in social psychology and sociology in addition to organizational behavior.