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Course Criteria
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3.00 Credits
Vanderslice. This seminar will explore the intersection of gender and organizational behavior as it has evolved and in the current social and economic context in this country. We will examine the social, cultural and structural dynamics within organizations that differentially affect women and men, as well as the gender-linked resources each brings to organizations. Discussion will also focus on how gender-linked resources can be better used and responded to in organizations. Topics that will be addressed include gender and power, gender and class, gender and leadership, the social construction of organizational structure and restructuring organizations to better meet the needs of women and men in today's culture. We will also examine phenomena such as the "glass ceiling," the "Mommy track," organizational responses to parenting needs, the flight of executive women from large organizations and the "pink collar" ghetto.
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3.00 Credits
Russo. New work technologies, increased competition and employees' desire for more involvement in their work are changing the traditional role of the manager. Rather than directing, planning and controlling the work, managers and leaders are facilitating processes and coaching and developing their employees. Team based organizations are built on coaching as a core requirement of the team leader role. This course explores the theory and practices of individual coaching as leadership behavior. The focus is on helping managers develop their skills and improve their performances as coaches. We will examine the need to provide others with successful performance strategies, timely feedback on strengths and on development needs and growth opportunities in order to challenge others to reach their potential. We will explore workplace environments that foster the growth and achievement of those we lead.
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3.00 Credits
Starr. How do you make important decisions when confronted with organizational, social or personal problems Is your primary approach to use a strategic process How many strategies do you know and use In this course we will review and discuss research and descriptions about how "normal" people solve problems and make administrative, ethical, and social decisions. We will evaluate situations and problems where quantitative methods can be applied in order to improve both the process and outcome of complex problems. Using readings and classroom case exercises, we will consider cognitive errors or biases, as well as personality and group dynamics forces that influence making choices. We will also consider how psychological stress, gender, and leadership apply to decision-making and problem solving in organizations. Most research readings and methods of analysis and evaluation are based on assumptions, theories, modes, and research conducted by psychologists and published in psychology journals. The underlying assumptions of the psychological approach to the topic will be presented and discussed. Participants will learn to: understand and apply normative ("ideal") strategies for decision making/problem solving; understand and use descriptive ("everyday") and prescriptive ("improved") strategies and processes for decision making/problem solving; understand the differences between individual and group decision making/problem solving; understand how conflict, leadership, and gender influence decision making/problem solving; write papers that demonstrate understanding and application of decision making and problem solving strategies.
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3.00 Credits
Combrinck-Graham. We will examine our involvement in risk management in our organizations and discuss whether our organizations manage risk as they manage opportunity. The first half of the course will focus on risk management's decisional and managerial aspects. During the second half of the course, we will apply these concepts to case studies as preparation for your presentation on managing risk in your particular organization. This course should provide you with a framework for addressing risk in your organization and perhaps in your personal life. You will also strengthen your understanding of your appetite for risk and that of your organization under different circumstances. Risk management is a function rather than a specific position. It should be practiced by many levels of management, with coordination and guidance from a senior level. Risk management is a planning and strategic function, not solely an assessment, financial or safety function. Risk management prepares for an uncertain tomorrow, just as long-range planning deals with the futurity of present decisions.
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3.00 Credits
Hornbacher. This seminar will focus on the six stages of project risk management articulated in the best practices standard developed by the Project Management Institute. These include: (1) Risk Management Planning; (2) Risk Identification; (3) Qualitative Risk Analysis; (4) Quantitative Risk Analysis; (5) Risk Response Planning and (6) Risk Monitoring and Control. Although the management processes involved in some stages may appear easy to understand, their implementation always requires appreciation of and commitment to the complexities of risk management by the leadership of the organization. Stages 2 and 4 concern qualitative assessment; Stages 4 and 6 are more analytic in nature and involve discussion and review of quantitative techniques. Class participants will be asked to find past or current projects in their own organizations that could have or currently can benefit from early identification of risk. Students will work in teams to identify the benefits of, and more importantly, the challenges and barriers to, establishing risk management processes in their enterprises.
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3.00 Credits
Hirschhorn. As an area of study, the psychodynamics of organizations draws out attention to the tacit, implicit, and unconscious dimensions of organizational life. It presumes that a person takes up his or her role at work by drawing on both individual history and the organizational context that helps define a role, its boundary, and the resources available to take it up. In both these aspects, the organizational context, and one's individual biography, people are often unaware of the thoughts and feelings that animate their behavior. The course will introduce students to some basic concepts of psychoanalysis, which focus on individual motivation, and systems psychodynamics, which focuses on group dynamics and group psychology. System psychodynamics also emphasizes how an organizational's primary task, or its "reason for being," influences individual experience. Readings include case studies as well as expositions of theory. The instructor will also draw on his own consulting cases.
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3.00 Credits
Tschoegl. This course examines some of the sources of confusion, conflict, misperception and error that arise when representatives of U.S. organizations interact and work in the global marketplace.The aim is to heighten awareness, help avoid personal or professional pitfalls, and to more effectively manage some of the organizational and business challenges that arise when operating across dissimilar environments. We will focus on areas including: ethics, culture, language, ethnicity, religion, gender, the political and legal systems, labor, corruption, and corporate organization. Each class session will begin with a short, interactive introductory lecture, followed by discussion around assigned readings and mini-cases.
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3.00 Credits
Napier. Note: This class is predicated on the assumption that prior to offering coaching assistance, a coach should have a deep understanding of his or her own behavior and its impact on a client. Utilizing validated tools and strategies available for coaches, the students practice sets of coaching skills on each other. This includes practice in interviewing and observational skills. In addition, students will have the opportunity to give and analyze 360 degree feedback data as well as use of a variety of other instruments that can be foundational for a useful coaching experience. Premise: Coaching others is very serious business. Intrepid individuals willing to take on this responsibility should be willing to answer the following questions: 1) Who am I as a leader and helper 2) What are the assets I bring to the coaching relationship 3) What are my deficits, overusedstrengths, or underutilized skills and behaviors 4)What historical influences from my family of origin influence my capacity to build a positive rrelationship with my coaching client 5) Are there discrepancies in relation to my self-perceptions and those who know me well--family members, peers, colleagues, friends, boss and direct reports Similar to most traditional programs where the focus is on the management of change, the coruse is organized to: 1) A diagnostic phase in which the values, history, assumptions, and behaviors of the client will be assessed. In this case, the client will be the student/coach. 2) The applied phase in which analysis, interpretation, and formal learning will be the central focus. The end result will be individuals with a deep and abiding understanding of their own psychodynamics and their personal impact. Finally, by modeling many of the tools and strategies useful in any effective coaching effort and practicing them on themselves and their student peers, it is hoped that the experiential nature of the course will allow maximum transference to the real work of coaching.
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3.00 Credits
Wilkinsky. This course will examine coaching in the organizational setting from the perspective of significant stakeholders in the coaching process. Coaching from the perspective of the client will explore the goals, issues, concerns, and outcome measures that are in the domain of the clients. Why do they want coaching to take place How can they maximize return on their time and energy investments Coaching from the perspective of HR within the sponsoring organization considers HR goals and needs, and attaining "success" through coaching. Also examined are confidentiality, the responsibilities of HR (finding coaching and approving coaches), and how the investment is defined and measured.Coaching from the perspective of the coach addresses metrics and evaluation by the coach. Determining excellence is no simple task. The issues problems, barriers to success, and tools of the trade will be addressed. Coaching from the perspective of the high impact group outside the organization acknowledges the systems perspective that people are connected to multiple organizations and that behavior, knowledge, and/or competency are interactive and co-producing.
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3.00 Credits
Eldred. The purpose of this course is to explore, enhance, and expand the participants' competence in organizational politics. Students will observe political dynamics as they occur in their own organizations and will interview senior managers in other organizations to learn how political realities vary from one organization to another. Theoretical ideas about a dimension of organizational politics of particular interest to each individual participant will be analyzed in a term paper. In addition, each participant will keep a personal diary of political dynamics in his or her own workplace. The course will also explore ways to master the political skills of networking, negotiating, influencing, leading, and following, as well as developing a political strategy.
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