Main Content
Syllabus
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
WFED 572: Foundations in Organization Development and Change
(3 credits) Development of major concepts, skills, and techniques required by workplace learning professionals to support and facilitate organization change.
Overview | Objectives | Materials | E-Reserves | Library Resources | Software | Technical Requirements | Expectations | Course Schedule | Grading | Requirements | Academic Integrity | Policies
Overview
It is common these days to hear the terms change agent and corporate culture used in common discussion. These terms were, in fact, invented by organization development (OD) practitioners to discuss important issues in the systematic study of change in organizational settings. This course familiarizes you with the most important concepts, models, theories, and techniques for planning, facilitating, and evaluating OD interventions as well as the basics of change management (CM). You will develop the skills and build the competencies essential to carrying out a variety of support roles and strategies for internally and externally implementing organization development activities. In this information-packed course, you will thus learn the basics of CM and OD, which some contemporary observers of modern management believe to be the most important skills for future leaders and managers.
Course Objectives
By the end of this course, you should be able to
- define organization development (OD), intervention, change agent, action research, appreciative inquiry, change, client, culture, and other terms associated with OD;
- describe how OD relates to training and development and other performance improvement interventions;
- summarize the history of OD, and identify the unique contribution OD thought leaders and early adopters made to the development of the field of OD;
- explain important theories of organizations and describe how small group and large group change interventions differ from training interventions;
- describe each step in the action research and appreciative inquiry models and explain how each is applied in organizational settings;
- describe the OD practitioner's consultative role when facilitating three different types of change: developmental, transitional, and transformational;
- describe how your personality (as identified in the Myers-Briggs Type Indicator) influences your effectivness as a consultant in terms of your strengths, weakness, aspirations, and developmental needs;
- assess your leadership competencies to effectively lead change, and identify which competencies are your strengths, which competencies need to be developed, and how you will develop in competencies where deficiencies exist;
- review ethical issues affecting OD professionals;
- summarize future organizational trends affecting OD; and
- reflect on the experience of engaging cases focused on an OD process to examine how you apply your knowledge, skills, and personal beliefs/values to the decision-making process, and to articulate the changes of those (knowledge, skills, and personal beliefs/values) from the learning experience.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
E-Reserves
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Software
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Buying Software section of the Course Materials page.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Expectations
- Weekly Individual Assignments
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Mandatory individual weekly assignments based on the required readings are designed to reinforce needs assessment concepts, help you to master and apply them, and support your continuing development. There are individual assignments for each lesson in the course. Individual assignments include introductory activities at the beginning of the course (required and ungraded) and a variety of activities including a documented interview of an OD practitioner due at the end of the course.
- Self-Regulated Learning
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You are expected to read the assigned readings, participate in discussion, finish assignments, and build up competency throughout this course. No late submission and passive participation are expected, and communication with your instructor and team members are the key to success in this class.
- Individual vs. Group Assignments
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There are 1,000 points allotted for the course assignments, of which approximately 90% of the points are based on individual submissions and 10% on group submissions.
The section in the Course Syllabus on Course Grades specifies the corresponding point values for individual assignments.
- Specific Learning Outcomes
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Specific learning outcomes are incorporated into the design of each lesson. However, the educational benefit of this course is to be gained through completion of assignments and reflection on how needs-assessment concepts and techniques may be applied to your work environment and career goals.
- Communication
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There are two primary communication tools in this course. General announcements to the entire class will be made through the course announcements, and assignment feedback will be sent by the instructor through the Canvas assignment or the Canvas Inbox.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
Activities are due by 11:59 p.m. (ET), Sunday of the week.
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grading
All course assignments must be completed for the student to received a grade. If not all assignments are submitted, the student will be given a deferred grade at end of term until such time that he/she completes all the assignments. Note that deferred grades will automatically turn into an F if the student deos not submit the missing assignments within the period allocated by the univeriksty to submit missing assignments to maek up deferred grades.
The World Campus follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:
- A = (Excellent) Indicates exceptional achievement
- B = (Good) Indicates extensive achievement
- C = (Satisfactory) Indicates acceptable achievement
- D = (Poor) Indicates only minimal achievement
| Activity | Points |
|---|---|
| Introduction Video | 10 |
| Forecast Exercise | 10 |
| Research-Based Article Abstract | 75 |
| Blog Reflection | 105 |
| Case Studies in Groups | 300 |
| Online Discussion & Participation (I ~ V) | 105 |
| Individual Critical Incident Interview Transcript | 70 |
| Quizzes (I & II) | 100 |
| Culminating Project (Proposal and Presentation) | 160 |
| Change Agent Checklist | 15 |
| SARI/CITI Completion | 50 |
| Course Total | 1,000 |
Note: There may be extra credit points for four webinars conducted by Dr. Rothwell; participation in a webinar is worth 10 points for a maximum of 40 extra credit points.
| Grade | Minimum % |
Min. Points |
|---|---|---|
| A | 93 | 930–1000 |
| A- | 90 | 900–929 |
| B+ | 88 | 880–899 |
| B | 82 | 820–879 |
| B- | 80 | 800–819 |
| C+ | 78 | 780–799 |
| C | 70 | 700–779 |
| D | 60 | 600–699 |
| F | < 59 | below 599 |
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Requirements
Important: Note that in some lessons you may come upon assignments located within the lesson commentary. Be sure to complete the assignments as you come upon them, rather than waiting until the end. It's important to begin your lessons early in the week (Wednesday) in order to support dialogue in the discussion forums. Be sure to check back to add comments and read your classmates' posts throughout the week.
Requirement 1: Online Discussion and Participation
In Lessons 2–6 and Lessons 11–12, you will be asked to participate in an online question. You are expected to post comments, and you will be graded on the quantity and quality of your submissions.
Requirement 2: Blog Reflection
“…to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection.” (Zubizarreta, 2004, p.15)
Throughout the whole Master of Professional Studies in Organization Development and Change program, you will reflect what you have learned in each class and what you have done in your career systematically in the Blog Reflection Assignment. In this course, there will be seven blog reflections activities every other week to help you to reflect, organize, and elaborate on what you have learned. Each blog reflection is worth 20 points, and your performance will be evaluated based on your storytelling skills (5 points), connection to the course (5 points), critical thinking skills (5 points), and quality (5 points).
When possible, in all blogs you should try to provide an example of a personal situation that illustrates why you have the opinion you have and how you felt in that situation. OD is about emotional intelligence, group dynamics, and mindfulness, and it is thus important to address these issues when you can in your responses to blogs.
You may write your assignments, or you can video your reflections and upload them. Further instructions on how to post and how to upload appear in each Blog Reflection Assignment. Practicing the technology is important, because you will be asked to use it in future courses in the Master of Professional Studies in Organization Development and Change program.
Reference: Zubizarreta, J. (2004). The learning portfolio. Anker Publishing.
Requirement 3: Research-Based Article Abstract
You will prepare an abstract of a research article that is related to the focus of organization development or change management. A research-based article summarizes the results of qualitative or quantitative research and reflects a systematic investigation of a topic. To emphasize: A research article is not based entirely on the author’s own opinion. To complete this assignment, identify a research-based article on organization development or change management from such sources as Organization Development Journal, Leadership and Organizational Change, The Journal of Applied Behavioral Science, Group and Organization Studies, Organization Dynamics, Training, Training and Development, Performance and Instruction, Human Resource Development Quarterly, Performance Improvement Quarterly, or other relevant journals. Be sure that the article you select is based on research. (Points will be deducted if you choose a non-research-based article.)
Begin each abstract with a complete bibliographic citation (using the current edition of the Publication Manual of the American Psychological Association). After the bibliographic citation, describe the research problem or issue that was investigated, the research questions or objectives (if reported), the methodology used, the approach to sampling (if any) used, the results of the study, key limitations and/or assumptions of the researcher, and issues identified for future study by the research (if any).
Requirement 4: Case Studies
You will be assigned teams early in the semester and remain in the same teams for the case studies. The teams should work together to analyze the cases.
To write a case study analysis, you should at least do the following:
- Describe the case background. (Answer the question “what is happening?” based on information provided in the case.)
- Describe the theory or OD rules and concepts appropriate to the case. (Answer the question “what should be happening?” based on information provided in writings about OD and in the reading for the class session in which the case is due.) In most cases, you should draw your theories or principles directly from the chapter in the textbook and cite the page in text where you have selected the major theory or OD “rule” or “concept” that you are using as a point of comparison in the case.
- Explain the gap between “what is” and “what should be.”
- Identify the cause and describe the importance of the gap.
- Recommend an appropriate action plan to close the gap between “what is” and “what should be” based solidly on OD theory as described in the course text or other sources.
- Anticipate any negative consequences that you foresee resulting from implementation of the action plan.
- Describe which steps can be taken to avert any negative consequences that you foresee resulting from implementation of the action plan.
- Complete the Team Effectiveness Assessment and conclude the case study analysis with a paragraph about the team's effectiveness.
Feel free to be creative in your responses. However, address at least the seven steps listed above in any case analysis. It is very important for you to realize that Step 2 above should be grounded in the theory or principles of the relevant chapters in the textbook. For instance, if a case appears to be about “assessment and feedback,” the theory or principles that you should use in your team case analysis should be drawn from chapters relevant to assessment and feedback. (These chapters are full of theories or principles.)
Some of your assignments will include group work. Please read this information on working in teams and groups. Note that members of the same team may receive different grades according to the level and quality of their participation.
Requirement 5: Individual Critical Incident Interview Transcript
This is a critical incident interview protocol for you, the interviewer. A critical incident focuses on a specific event and captures important information related to that event. In the case of this particular protocol, the focus is on OD sponsor and client competencies. (Recall that the terms sponsor and client have special meanings. A sponsor is the person or group who pays the bill for consulting services; a client is the individual or group that stands to benefit from a change effort. The terms can overlap.)
The objective of the interview is to determine the competencies of an effective sponsor and the competencies of an effective client. In this context, a competency refers to any characteristic that leads to successful performance. One purpose of the assignment is to research the competencies unique to those serving as sponsors or as clients. The interview should take about 1 hour. You should plan to record the interview and then transcribe the recording according to the provided interview questions. (Note: Digital audio recorders can be purchased that will help to translate audio into print.)
Requirement 6: Two Quizzes
During the course you will be given two quizzes for points. Please complete them the same week that they are due. Late submission will result in a five-point reduction in the score.
Requirement 7: Culminating Project and Presentation
Your group of OD practitioners is called by the OD manager of the organization. The Stoltzfus Company is a large manufacturing concern. The OD manager, Isabella, explains that members of their organization’s leadership team have heard about your group’s work to improve business planning, business processes, and communication for other companies. Isabella invites your group to the company. When your group arrives, your group meets with Amos (owner/founder), Jason (president /CEO), Brian (operations manager) and Isabella (OD manager). Your group listens to the observations shared by Jason, and the three other members of Stoltzfus leadership group add additional comments and information that aligns with Jason’s observations and comments. Your group agrees to write a proposal for next steps to help the company.
Your group works with the OD manager Isabella to get answers on questions that surface during the development of the proposal and a contract for consulting work. During this step, your group also signs a nondisclosure agreement (NDA).
Your group’s final document is the proposal to The Stoltzfus Company and your presentation is the review of the proposal you deliver to the Stoltzfus management team you met with previously. You are free to use any type of proposal format and to suggest next steps. You are welcome to include your interest in gathering your own information from as many stakeholders as possible about organizational issues and opportunities.
Your group will identify how you will work with the internal OD practitioner as well as the change agent of the organization and include that in the proposal. You will also identify who has responsibility for creating, implementing, and evaluating the action plan (or group of them) to implement the change efforts identified by the stakeholders during the assessment and feedback phase.
Group Proposal
View the Culminating Project Description from the perspective of you (your group) being invited into the organization as external organization development consultants. Create a proposal you will deliver to the organization’s leaders at a second meeting as a response to what you heard during your first meeting. Use the one of the proposal templates provided in the course or use a template you are accustomed to use. You can access the two templates on the Course Requirements and Assignment page in Lesson 1 module or on the culminating project and presentation in Lesson 12.
Include answers to the following questions:
- What major organizational change are you addressing in the proposal? (What was the presenting issue?)
- Who is in your consulting group?
- What is an OD approach and how does that different from other consulting approaches?
- What are the process steps you are recommending in your proposal?
- Who within the company will participate in the process and what specifically will the individuals do (their roles)?
- What communications do you recommend that the organization leaders make to stakeholders about your reason for being in the organization?
- What will be the outcomes of the work suggested in your proposal?
Small Group Presentation
Your presentation will be the presentation of the proposal to the organization’s leadership team where you will explain the contents of your proposal. The presentation will feature every member of your group making a portion of the presentatio. Your proposal and presentation will include the following:
- names of members of the group,
- clearly state objectives for the presentation,
- include a brief discussion of the OD theory and how you will approach your work within their organization,
- deliver information effectively,
- emphasize important responsibilities/roles (the role of the external OD consultants, the role of the leadership team, the role of the change agent, the role of the internal OD practitioner); clearly emphasize that the external OD practitioner does not direct the specific change,
- use instructional materials (PowerPoint slides) to illustrate or emphasize key points; use these PowerPoint slides to describe your proposal and approach to the management team, and
- demonstrate enthusiasm for the subject.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
University Policies
- Accommodating Disabilities:
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
- Counseling and Psychological Services:
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
- Additional Policies:
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
- Military Students:
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
- Privacy Notice:
Please note that course access is limited to those individuals who have direct responsibility for the quality of your educational experience. The course instructor and any teaching assistant(s), of course, have access to the course throughout the semester. Each course offered via the World Campus has several instructional design staff members assigned to assist in managing course content and delivery. These instructional design staff members have access to the course throughout the semester for this purpose. Also, World Campus technical staff may be given access in order to resolve technical support issues. In addition, mentor, department head, or program chair may be provided with course access in order to ensure optimal faculty availability and access. Each of these individuals will keep confidential all student course and academic information.
- Student Responsibilities and Conduct:
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
- Report Bias:
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Disclaimer
Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.