Activities are due by 11:59 pm eastern time (ET) on Sunday of the week in question.

The symbol identifies readings that are available on E-Reserves through the University Libraries.

Lesson 1: Introduction to Assessing and Feeding Back Data

Readings:	Course syllabus Building Blocks for Teams: Student Tips Lesson commentary Chapters 1 (Organization Development, Transformation, and Change), 3 (Change Process and Models), and 6 (Appreciative Inquiry): Textbook 2.
Videos:	Video 1.1: What is Organization Development (13:11) Video 1.2: Action Research Made Simple (1:50) Video 1.3: Appreciative Inquiry - John Hayes (3:53) Video 1.4: Change Management is not Organization Development: A Conversation with Warner Burk (5:41—from 36:37-42:18)
Activities:	Complete the Academic Integrity form. Set up your personal course blog and post an introduction entry. Post a short introduction in the Class Introductions Discussion. Participate in the Lesson 1 Assessment and Feedback Discussion. Complete Lesson 1 Blog Reflection. Start working on Lesson 1 CSO Project: Case Study Description.

Lesson 2: Fundamentals of Organizational Diagnosis/Assessment and Feedback

Readings:	Chapter 1: Textbook 1. Lesson commentary Chapter 10 (Launch): Textbook 2. Janićijević, N. (2010). Business processes in organizational diagnosis. Management, 15(2), 85–106. Kane, R., & Kane, R. (2014). How to use the fishbone tool for root cause analysis. In Quality Assurance and Performance Improvement. Retrieved from https://www.cms.gov/Medicare/Provider-Enrollment-and-Certification/QAPI/downloads/FishboneRevised.pdf Serrat, O. (2009). The Five Whys technique. In Asian Development Bank. Retrieved from https://www.adb.org/sites/default/files/publication/27641/five-whys-technique.pdf
Videos:	Video 2.1: Training Needs Analysis or TNA (2:53) Video 2.2: Analysis & Diagnosis in Organization Development – pt. 1 (4:50) Video 2.3: Analysis & Diagnosis in Organization Development – pt. 2 (4:57) Video 2.4: Analysis & Diagnosis in Organization Development – pt. 3 (5:00)
Activities:	Complete your case study description, and submit it to Lesson 1 CSO Project: Case Study Description. Participate in the Lesson 2 CSO Discussion. Complete Lesson 2 Blog Reflection.

Lesson 3: Overview of Organizational Diagnosis Models

Readings:	Chapter 2: Textbook 1. Lesson commentary Chapter 5 (Competencies of OD Practitioners): Rothwell, W., Stavros, J., Sullivan, R., and Sullivan, A. (Eds.). (2010). Practicing organization development: A guide for leading change (3rd ed.). San Diego, CA: Pfeiffer.
Videos:	Video 3.1: Kotter's 8 Step Organizational Change Model FC (12:57)
Activities:	Complete Lesson 3 Informal Assessment Submission. Complete Lesson 3 Research-Based Article Abstract Submission. Complete Lesson 3 Blog Reflection.

Lesson 4: Organization Diagnosis Model I

Readings:	Chapter 2: Textbook 1. Lesson commentary Miller, H. L. (1967). Participation of adults in education, a force-field analysis. Retrieved from http://eric.ed.gov/?id=ED011996 Vadi, M., & Roots, H. (2004). The Estonian organizations: The subjects of transformation. Retrieved from http://discovery.ucl.ac.uk/17530/ (an example of the use of Leavitt’s diamond model) Dwyer, L., & Mellor, R. (1991). Organizational environment, new product process activities, and project outcomes. Journal of Product Innovation Management, 8(1), 39–48. (McKinsey 7S model)
Videos:	Video 4.1: Using the Force Field Analysis (6:49)
Activities:	Complete your force field analysis, and post it in Lesson 4 Force Field Analysis Discussion. Develop an application of the McKinsey 7-S framework, and discuss in the Lesson 4 Group Discussion.

Lesson 5: Organization Diagnosis Model II

Readings:	Chapter 2: Textbook 1. Chapter 3: Textbook 1. Lesson commentary Rousseau, D. M. (1979). Assessment of technology in organizations: Closed versus open systems approaches. The Academy of Management Review, 4, 531–542. doi:10.2307/257853 Weisbord, M. R. (1976). Organizational diagnosis: Six places to look for trouble with or without a theory. Group & Organization Management, 1(4), 430–447. http://doi.org/10.1177/105960117600100405
Videos:	Video 5.1: Complexity Science: 4 Systems Theory (4:10) Video 5.2: Congruence Model (7:54)
Activities:	Participate in Lesson 5 Group Discussion: Critique a Case Study Discussion. Complete Lesson 5 Blog Reflection.

Lesson 6: Organization Diagnosis Model III

Readings:	Chapter 2: Textbook 1. Chapter 3: Textbook 1. Lesson commentary Tichy, N. (1982). The essentials of strategic change management. Journal of Business Strategy, 3(4), 55–67. doi:10.1108/eb038990 (Tichy’s TPC framework) Burke, W. W., & Litwin, G. H. (1992). A causal model of organizational performance and change. Journal of Management, 18, 523–545. http://doi.org/10.1177/014920639201800306
Videos:	Video 6.1: Change and Organizations by Warner Burke (4:03)
Activities:	Participate in Lesson 6 Harrison's Model Discussion. Complete Lesson 6 Blog Reflection.

Lesson 7: Organization Diagnosis Model IV

Readings:	Chapter 2: Textbook 1. Lesson commentary Likert, R. (1979). From production- and employee-centeredness to systems 1–4. Journal of Management, 5(2), 147–156. doi:10.1177/014920637900500205 Kish, L. (1982). Rensis Likert 1903–1981. The American Statistician, 36(2), 124–125. Farkas, M. G., & Hinchliffe, L. J. (2013). Library faculty and instructional assessment: Creating a culture of assessment through the high-performance programming model of organizational transformation. Collaborative Librarianship, 5, 177–188. Chapter 1 (The Value of Creating Great Workplaces): Burchell, M., & Robin, J. (2011). The great workplace: How to build it, how to keep it, and why it matters (1st ed.). San Francisco, CA: Jossey-Bass.
Videos:	Video 7.1: Introduction: Great Place to Work (3:54)
Activities:	Complete Lesson 7 CSO Project: High-Performance Programming Model Application Submission. Complete Lesson 7 CSO Project: Great Place to Work Model Application Submission. Complete Lesson 7 Blog Reflection.

Lesson 8: Data Collection Methods, Part One

Readings:	Chapters 1 and 2: Textbook 1. Lesson commentary Armenakis, A. A., Bedeian, A. G., & Niebuhr, R. E. (1979). Planning for organizational intervention: The importance of existing socio-psychological situations in organizational diagnosis. Group & Organization Management, 4(1), 59–70. doi:10.1177/105960117900400105. Downey, H. K., & Ireland, R. D. (1979). Quantitative versus qualitative: Environmental assessment in organizational studies. Administrative Science Quarterly, 24, 630–637. McClelland, S. B. (1994). Training needs assessment data-gathering methods: Part 1, survey questionnaires. Journal of European Industrial Training, 18(1), 22–26. Merkys, G., Kalinauskaite, R., & Eitutyte, D. (2007). New test for organizational climate assessment: Validation and test-retest analysis. Organizacijø Vadyba: Sisteminiai Tyrimai, (42), 57–68. https://ezaccess.libraries.psu.edu/login?url=https://www.proquest.com/scholarly-journals/new-test-organizational-climate-assessment/docview/222761477/se-2 Vitale, D. C., Armenakis, A. A., & Feild, H. S. (2008). Integrating qualitative and quantitative methods for organizational diagnosis: Possible priming effects? Journal of Mixed Methods Research, 2(1), 87–105. doi:10.1177/1558689807309968.
Videos:	Video 8.1: Qualitative Versus Quantitative (9:02) Video 8.2: Reliability and Validity (1/3) (12:11) Video 8.3: Reliability and Validity (2/3) (14:58) Video 8.4: Reliability and Validity (3/3) (10:12)
Activities:	Work on Lesson 8 Organizational Diagnosis Assessment Tool Review Paper Submission. The due date is in the Lesson 9 week. Complete Lesson 8 Blog Reflection.

Lesson 9: Data Collection Methods, Part Two

Readings:	Chapters 1 and 3: Textbook 1. Lesson commentary McClelland, S. B. (1994a). Training needs assessment data-gathering methods: Part 2 - Individual interviews. Journal of European Industrial Training, 18(2), 27–31. McClelland, S. B. (1994b). Training needs assessment data-gathering methods: Part 3 - Focus groups. Journal of European Industrial Training, 18(3), 29–32. McClelland, S. B. (1994c). Training needs assessment data-gathering methods: Part 4 - on-site observations. Journal of European Industrial Training, 18(5), 4–7.
Videos:	Video 9.1: Demo: Qualitative Interview With Mistakes (6:28) Video 9.2: Demonstration Qualitative Interview — How It Should Be Done (14:00) Video 9.3: How to Be a Great Facilitator (2:47) Video 9.4: Conducting a Focus Group (5:36) Video 9.5: Open-Ended Question Data Analysis (14:02) Video 9.6: Workplace Safety Observation: Implementation Training Video SKU: 6272 (15:20)
Activities:	Complete Lesson 8 Organizational Diagnosis Assessment Tool Review Paper Submission. Work on Lesson 9 CSO Project: Focus Group Interview Submission. Complete Lesson 9 Blog Reflection.

Lesson 10: Planning for Assessment and Feedback

Readings:	Chapter 4: Textbook 1. Lesson commentary Management Decision and Research Center. (2002). Informed consent for human subject research. Washington, DC: VA Health Services Research and Development Service, Office of Research and Development, Dept. of Veterans Affairs. Retrieved from https://www.research.va.gov/resources/pubs/docs/consent_primer_final.pdf
Videos:	Video 10.1. Stakeholder Analysis (10:44)
Activities:	Complete Lesson 9 CSO Project: Focus Group Interview Submission. Complete Lesson 10 CSO Project: Diagnosis Plan Submission.

Lesson 11: Collecting and Analyzing Data

Readings:	Lesson commentary Patton, M. Q., & Cochran, M. (2002). A guide to using qualitative research methodology. In Medecins Sans Frontieres. Retrieved from https://evaluation.msf.org/sites/evaluation/files/a_guide_to_using_qualitative_research_methodology.pdf
Videos:	Video 11.1: Recording a Zoom Meeting (1:04) Video 11.2: Auto-Transcribe Cloud Recording Video (2:53) Video 11.3: Doing a Transcription for Qualitative Research (16:59) Video 11.4: Coding Part 1: Alan Bryman's Four Stages of Qualitative Analysis (16:59) Video 11.5: One-Way ANOVA – SPSS (Part 1) (5:04) Video 11.6: Independent Samples t-Test (6:52)
Activities:	Complete Lesson 11 CSO Project: Mini-Interviews and Results Submission. Complete Lesson 11 Blog Reflection.

Lesson 12: Environmental Relations

Readings:	Chapter 5: Textbook 1. Level of analysis. (n.d.). In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Level_of_analysis PEST analysis. (n.d.). In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/PEST_analysis Lesson commentary
Videos:	Video 12.1: Korea–U.S. FTA Three Years On (4:55) Video 12.2: McDonald's SWOT (8:32)
Activities:	Complete Lesson 12 CSO: SWOT or ERA Analysis Submission.

Lesson 13: Feeding Back Data and Action Planning

Readings:	Chapter 10 (Launch): Textbook 2. Lesson commentary Chapter 8 (Finding Meaning, Communicating Results): Rossett, A. (2009). First things fast: A handbook for performance analysis (2nd ed.). San Francisco, CA: Pfeiffer.
Videos:	Video 13.1. The Power of Feedback to Individual and Organizational Success (00:59) Video 13.2. The Secrete of Giving Great Feedback (5:01)
Activities:	Participate in Lesson 13 CSO Project: Feedback Report Discussion. Participate in Lesson 13 CSO Project: Intervention Plan Discussion. Complete Lesson 13 Blog Reflection.

Lesson 14: Issues, Challenges, and Ethical Considerations of Assessment and Feedback

Readings:

Chapter 6: Textbook 1. Lesson commentary Chapter 35 (Practicing Internal OD): Rothwell, W., Stavros, J., Sullivan, R., and Sullivan, A. (Eds.). (2010). Practicing organization development: A guide for leading change (3rd ed.). San Diego, CA: Pfeiffer. OD Institute (1991). The international organization development code of ethics (22nd ed.). Retrieved from https://pnodn.wildapricot.org/page-1131302

Activities:

Participate in Lesson 14 Group Discussion: An Ethical Dilemma Case Study. Complete Lesson 14 Blog Reflection.

Lesson 15: Course Summary

Readings:	Lesson commentary
Activities:	Complete Lesson 15 Professional Development Submission. Complete the Peer Evaluation. Take the final exam (due Wednesday ). Optional: Submit Individual Bonus Point: Assessment and Feedback/Organizational Diagnosis.