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Graduate Program

Course Syllabus: Course #BA 600, Section #


Semester – Spring 2010

Powerful Leadership for Effective Organizations

Course Description

Studies the role that leadership plays in organizational success, with a focus on the importance
of emotional intelligence in inspiring and motivating others. Explores the neuroscience research
on the role of emotions in leadership behavior. Examines different organizational structures and
frameworks with a focus on how leadership adapts to be successful in different organizations.
There will be a significant focus on individual leadership where students will identify their own
leadership aspirations, behaviors and styles.

Teaching Methods

This course will be taught in a “learner centered” approach (Socratic Method). Students will be
expected to participate in dialogues and to offer ideas without fear of being “right or wrong”. The
goal of this approach is to allow students to learn from each other as well as from the instructor
and the texts. Students must be present in threads for this approach to work. If you are absent,
you are not only infringing on your education but also on the education of your classmates by
not providing your perspective to the other students. The role of the instructor is to guide the
thinking of the students as a facilitator of learning. The process of learning takes place in the
mind of each student and it will be the goal of the instructor to provoke that learning using
appropriate questioning techniques. Do not be afraid to be wrong! Speak/write and express your
thoughts but be open to incorporating the thoughts of others. Also, be open to the consideration
of ideas that challenge your own. Only then will your learning exceed that which is possible by
other means. Expressing an incomplete, naïve, or misinformed opinion in class has no penalty
in this grading system. However, failure to apply the concepts of the material covered in the
course will result in incomplete assignments.

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Course Objectives

At the end of this course, students will be expected to:

• Develop an individualized leadership development plan for themselves with timelines and
measurable outcomes
• Identify a clear set of leadership aspirations for themselves and gather feedback (during
the class) about how his/her leadership is being perceived by others
• Build a business case for the importance of emotional intelligence within leadership,
including how this impacts overall organizational success
• Compare and contrast how perceptual framing impacts the ways that organizations are
viewed by analyzing an organization from two different perceptual frames

PREREQUISITES:
None

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Course Text and Readings

Leadership- Theory, Application and Skill Development by Robert N. Lussier, PhD., and
Christopher F. Achua D.B.A. (South-Western Centage Learning, 4th Edition, 2010)

Peter G. Northouse, Introduction to Leadership Concepts and Practice (Sage Publications Inc.,
2009)

Link for case studies to purchase at Harvard Business Review – (5 cases to purchase at $3.90
each) http://cb.hbsp.harvard.edu/cb/access/6018249

Contact Information

Office telephone = 612 310 7295 Cell phone = 612 310 7295
email = professor@crimsoneagle.net Office = Virtual
Office hours: 24/7

Email and Blackboard

We will be using Arcadia e-mail and Blackboard. Make certain your account is active
and accessible. Check it routinely for announcements, course information, etc.

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About your professor:

Steven Seay, Ph.D., a product of Silicon Valley, California and an MIT-trained strategist, is the
Managing Partner for Crimson Eagle LLC, an Executive and Management consultancy based in
Minneapolis, Arcadia. Steven’s client list includes such notables as Kellogg’s, Harley-Davidson,
Chicago Public Schools and the U.S. Postal Service.

Dr. Seay has advised multinational clients on such issues as organizational strategy, human
performance dynamics, Mergers & Acquisition infrastructure and implementation as well as
organization effectiveness. His recent work has been twofold: ‘Effective Change Management
Strategies’ and ‘Back to the basics in Customer Satisfaction’.

Dr. Seay is a frequent speaker, author and business/management lecturer at many institutions to
include Auburn University, Nova Southeastern University, the University of Arcadia’s Carlson School
of Management, Troy State University and Southwestern College, as well as a visiting professor for
Oxford University. Dr. Seay has developed and delivered over 50 workshops to include Strategic
Planning, Effective Communication, Managing Change, Consulting Skills and Customer Service.

Steven has served in executive roles with other notable companies such as Jostens, Best Buy,
Oracle and Aramco Oil. Steven holds a B.S. degree in Organizational Psychology, an MBA in
Strategy and a Ph.D. in Management and Organization Psychology. Dr. Seay also serves as an
Advisory Board member for the Twin City Company--Pinnacle Services, Inc., a board member for the
Arcadia Mental Health Association, and a former board member of the Twin Cities Human Resource
Association (TCHRA).

Prior to business, Steven traveled the world training, practicing and competing in Mixed Martial Arts,
specifically Kempo Karate, Brazilian Jiujutsu, Aiki-Jiujutsu, and Krav Maga, and competed in Asian
and Far Eastern games and cage fighting in Thailand, Vietnam, Korea, Cambodia, Japan (PRIDE)
and Morocco, all of which served to bring Mixed Martial Arts to America as seen in UFC fighting.
Steven’s MMA record from 1986 – 1991 was 24-3-0. Steven is teaching his two daughters,
Savannah (16) and Tess (6), self-defense techniques as well as striking and grappling techniques.
Steven submits frequently to these two talented ladies 

You may reach Dr. Seay using the contact information below.

Steven Seay, Ph.D.


Crimson Eagle LLC
818 Quail Run, ste. A
Waconia, MN 55387
952 442-6273 office
612 310-7295 cell
drseay@crimsoneagle.net
www.crimsoneagle.net

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Course Schedule

Week Assignment(s) Notes

1 a. Post self-introduction • Make sure to download all information


b. Respond to both threads per the posting criteria from the Harvard Business Online site
4/25-5/2 per the link in this syllabus
c. Read Chps 1-2 (Lussier) • IMPORTANT-You do not need
d. Read Chps. 1-2 (Northouse) to respond to others in the
e. Complete Observational Exercises 1.2 and 2.2-post Observation and Reflection
results in appropriate discussion thread exercises. I have students
f. Complete Reflection and Action Worksheet 1.3 and post their answers just in case
2.3- post results in appropriate discussion thread someone wants to read what
you have to written with hopes
they learn something new. You
are only required to post to the
two main threads each week.
2 a. Respond to both threads per the posting criteria - For how to complete a case
5/3-5/9 b. Read Chps 3-4 (Lussier) study, please read the sections
c. Read Chps 3-4 (Northouse) in the syllabus
d. Complete Observational Exercises 3.2 and 4.2-post - For this internet exercise,
results in appropriate discussion thread research the Center for Creative
e. Complete Reflection and Action Worksheet 3.3 and Leadership. What interests you
4.3- post results in appropriate discussion thread about this site/company? How
f. Case – The CEO Can’t Afford To Panic credible are they? Add anything
g. Internet exercise – post in the appropriate else about this company you
discussion thread like. Post your answers in the
appropriate discussion area.
3 a. Respond to both threads per the posting criteria - For this internet exercise,
5/10-5/16 b. Read Chps 5-6 (Lussier) research Dave Ulrich. Who is
c. Read Chps 5-6 (Northouse) he? What has he contributed to
d. Complete Observational Exercises 5.2 and 6.2-post the field of leadership
results in appropriate discussion thread development? If you could ask
e. Complete Reflection and Action Worksheet 5.3 and Dave one question, what would
6.3- post results in appropriate discussion thread it be? Add anything else about
f. Case – All The Wrong Moves this company you like. Post your
answers in the appropriate
discussion area.
4 a. Respond to both threads per the posting criteria - For this internet exercise,
5/17-5/23 b. Read Chps 7-8 (Lussier) research Paul Hersey. Who is
c. Read Chps 7-8 (Northouse) he? What has he contributed to
d. Complete Observational Exercises 7.2 and 8.2-post the field of leadership
results in appropriate discussion thread development? If you could ask
e. Complete Reflection and Action Worksheet 7.3 and Paul one question, what would it
8.3- post results in appropriate discussion thread be? Add anything else about
f. Case – The Home Depot this company you like. Post your
g. Internet exercise – post in the appropriate answers in the appropriate
discussion thread discussion area.

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5 a. Respond to both threads per the posting criteria - For this internet exercise,
5/24-5/30 b. Read Chps 9-10 (Lussier) research poor leaders that have
c. Read Chps 9-10 (Northouse) contributed to the fall of the
d. Complete Observational Exercises 9.2 and 10.2- companies they led. Add
post results in appropriate discussion thread anything else about this
e. Complete Reflection and Action Worksheet 9.3 company you like. Post your
and 10.3- post results in appropriate discussion answers in the appropriate
thread discussion area.
f. Case – Leadership at TDC Sunrise
g. Internet exercise - post in the appropriate
discussion thread
h. Leadership Development Plan due

6 a. Respond to both threads per the posting criteria - For this internet exercise,
5/31-6/6 b. Read Chps 11-12 (Lussier) research Leadership in the
c. Read Chps 11-12 (Northouse) Energy industry. How do leaders
d. Case – Telegraph Media Group in this industry differ from other
e. Internet exercise - post in the appropriate industries? Add anything else
discussion thread about this company you like.
Post your answers in the
appropriate discussion area.
Please post any relevant articles
you find.
7 a. Final exam – 50 MC questions timed 90 min. No
6/7-6/12 text allowed
b. Respond once to single thread

Competency Assessment

You will have several opportunities to demonstrate your competence in this course. The
following describes the assignments required for completion of the course.

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Grading Summary

Assignments Description Due date Points


Observation Northouse text Weekly 50
exercises In the weeks (10 pts. each)
which these
are due,
they must
be posted
by
Thursday,
11:59PM
CDT
** Do not
attach a
document.
Place
assignment
directly in
the post.
Reflect and Action Northouse text Weekly 50
Worksheet In the weeks (10 pts. each)
which these
are due,
they must
be posted
by
Thursday,
11:59PM
CDT
** Do not
attach a
document.
Place
assignment
directly in
the post.
Case studies Each student will conduct an analysis Weekly 250
on the weekly case. Students should In the weeks (50 pts. each)
use the instructions in Appendix as a which case
guide. There is no
minimum/maximum page numbers for studies are
this assignment nor is there an exact due, they
format. You will read the case and must be
apply critical thinking, creativity and turned in by
innovation, and also include items
from the field of leadership in your Sunday,
case analysis. This is a written 11:59PM
assignment to be turned in. Each CDT
case study as well as all other
assignments are due by 11:59PM
CDT in the dropbox of their

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respective weeks.
**Download these cases from the
Harvard Business Online link on page
3 of this syllabus

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Internet exercises Research the topics identified in each Weeks 40
week and post your answers with 2, 4, 5, 6 (10 pts. each)
references in the appropriate ** Do not
discussion area
attach a
document.
Place
assignment
directly in
the post.
Final exam Multiple choice questions. This is a Completed no 200 pts.
timed exam-90 min. lat
er
th
an
6/1
0
at
11
:5
9P
M
C
DT
Threaded You must post at least 1 time to the Weekly 110 pts.
discussions main thread and 2 times to your The reply to (18 pts. each
classmates in EACH threaded week 1-6 and
discussion. There are 2 main the 2 main
2 pts. week 7)
discussions each week so you will posts must
post twice to the main topics (1 post ** Do not
be
to each) and 4 times (2 in each topic attach a
area) to your peers to meet the completed
minimum requirements. document.
by
Place
Wednesda
assignmen
y, 11:59PM
t directly in
CDT of each
the post.
week and
replies to
fellow
classmates
must be
completed
before
Sunday
evening at
11:59PM
CDT
TOTAL 700

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Attendance & Participation

Active participation in this on-line course is welcomed, encouraged and expected. There will be
a variety of weekly assignments including readings and exercises as well as discussion board
questions that students will respond to and discuss.

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Grading Information

A to A-; Excellent 90-100% of total points (94-100 = A) (90-93 = A-)

Appearance: typed, error-free, neat, professional looking, pages numbered.

Organization: all required elements of the assignment completed; use of headings and sub-
headings to distinguish each element

Content: complete, good faith effort to meet the requirement of the assignment element; use of
specific examples; demonstrate critical thinking, e.g. analysis and conclusions.

Grammar, punctuation and spelling: correct usage.

Summary: This is an extraordinary paper/project. The writer/s display an excellent ability to


apply course concepts to the topic. The paper has a clear purpose and all arguments are
clearly articulated and supported with data and specific examples. The paper is well organized,
clearly written, and properly cited. The writer has used credible sources from outside of the
class textbook for illustrative purposes. The paper includes no grammatical or mechanical
errors. The reader is lead to think about the topic and motivated to learn more about the topic
and/or the writers’ ideas.

B+ to B-; Good 80-89% of total points (87-89 = B+) (83-86 = B) (80-82 =


B-)
A paper that is missing one of the required elements of the assignment (e.g., did not include
reflective statement); no use of subheadings; it may have a few minor mechanical errors or
some awkward spots, but it is basically well written.

Summary: This is a very good paper/project. The writer shows a very good ability to apply
course concepts to the topic. The paper’s purpose is clear and is supported with an accurate
amount of data and specific example to make the paper convincing. The paper is well
organized, clearly written, and properly cited. The writer has used credible sources from outside
of the class textbook for illustrative purposes. The paper includes minimal errors in grammar or
mechanics. The reader can follow the paper easily and understand how the writer reached the
conclusions she/he reached.

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C+ to C-; Satisfactory 70-79% of total points (77-79 = C+) (73-76 = C) (70-72 = C-)

A paper that has the required information but contains quite a few errors in appearance,
organization, grammar, punctuation, and/or spelling that require substantial revision.

Or
A good ("B") paper that is missing two or more elements of the assignment.

Summary: This is a satisfactory paper/project. The writer shows a sufficient ability to apply
course concepts to the topic. The paper’s purpose is clear and displays evidence and data to
support points. The paper is clearly organized and written clearly. Proper citation is used. The
writer has used questionable sources or none at all from outside of the class textbook for
illustrative purposes. The paper includes some mechanical and grammatical errors. The reader
is able to grasp the main points of the paper but is not particularly motivated by the writer’s
arguments or points.

D: Below satisfactory 60-69% of total points


Same as above with less quality

F; Did not meet minimum standards 0 – 59%


An unacceptable paper that has major content and errors with an excessive number of
grammatical errors.

Summary: This paper/project fails to meet the basic writing requirements discussed above.
The writer does not meet the minimum requirements for the assignment.

Remember, if you want an A paper…

• Make clear links between theory and practice


• Theory and precedent support your recommendation(s) — not just your opinion
• Instructor learns something new by reading your paper. It poses questions and analyzes
the pro/cons of an issue; situation or scenario (demonstrates critical thinking skills and
application)
• Compares options and persuades the reader why your recommendation is the best
choice
• Is grammatically correct, uses proper spelling/APA style, flows well and is well organized
in addition to being typed-double spaced
• Explores a problem, case or situation — not merely a report about a general topic or
recitation of other written works
• Minimum of 5 references (case studies included)
• AND follows and verbal instructions the instructor gives!

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Class Policies

Editorial Format for Written Papers:


All written assignments are to follow the APA writing style guidelines for grammar,
spelling, and punctuation. Visit the following websites to www.apastyle.org and
http://www.liunet.edu/cwis/cwp/library/workshop/citapa.htm for guidelines.

Late Assignments:

My expectation is that each assignment will be completed by the due date. Assignments
(excluding threaded discussions) will be accepted up to 3 days late. Each day late will
result in a 10% penalty. After 3 days no assignment will be accepted.

Code of Academic Responsibility:


Each student accepts the responsibility of maintaining high standards of integrity in
his/her academic performance. It is the responsibility of all students to uphold the code
through the procedures set forth by the University as outlined in the Student Handbook.

Student Handbook: Please refer to your student handbook for all university regulations.

Plagiarism, academic dishonesty, and other forms of misconduct. Webster’s


defines plagiarism as stealing or passing off ideas or words of another as one’s own;
use, without crediting the source; committing literary theft; presenting as new and
original an idea or product derived from an existing source. Plagiarism is not
acceptable, so care must be taken to credit any sources used in preparing term papers,
theses, or dissertations. Additionally, the submission of written assignments and
papers for one course originally submitted and receiving a grade for another
course is unacceptable, as is turning in someone else’s work!. Students should
study the APA Style Manual; it explains how to credit sources.

Collaboration on examinations or assignments that are expected to be individual work is


another form of unacceptable conduct. Candidates are expected to be above reproach
in all scholastic activities. Candidates who engage in scholastic dishonesty are subject
to disciplinary penalties by the faculty, including but not limited to resubmission of an
assignment; reduced or failing grade for the course; repeat of a course, and
recommendation for dismissal from the university. "Scholastic dishonesty includes but is
not limited to cheating, plagiarism, collusion, and the submission for credit of any work
or materials that are attributable in whole or in part to another person, completing an
examination for another person, any act designed to give unfair advantage to a student
or groups of students, or the attempt to commit such acts."

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Also unacceptable is behavior that is flagrantly disruptive to the effective conduct of the
program; behavior that is clearly unprofessional, unethical, or that reflects adversely on
the Arcadia University program or the professional community; or behavior that violates
the general understanding of proper conduct for students.

Course withdrawals will not be permitted to avoid the academic consequences of


plagiarism levied by the faculty and/or associate dean. These consequences may
include reduced or failing course grades.

Additional work (extra credit) to improve grades will not be allowed.

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Appendix A

Case Study – General Knowledge


These cases and exercises are designed to reinforce the information discussed in each section
of the text. It provides an opportunity for the student to demonstrate an understanding of the
information as well as provide a creative application of that information.

*Case Study Method. Some of the thinking and writing you will be asked to do in this course is
centered on actual or imaginary cases. Case studies challenge you to apply theories to explain
events, and at the same time test the effectiveness of the theories. In this course, which is a
training ground for the study of human resources, you will be given a good deal of guidance, so
that eventually the discussion of a case will become second nature to you. For the most part, a
case has the following features:

There is a problem situation, in a well-described setting that involves a number of key


participants. The problem always has a history and presents the reader with questions such as
"What should be done now?" The reader is asked to analyze and evaluate the situation as fully
as possible using one or more applicable theories. Sometimes the theories will be prescribed;
sometimes the choice will be left up to you, since knowing what theories to use is a skill we want
to see you develop. The reader is then asked to suggest one or more potentially fruitful courses
of action, supporting his/her recommendations as fully as possible. S/he might also be asked to
discuss what could go wrong if his/her recommendations were followed.

Note that there are no "wrong" or "right" answers in a case study, only reasonable or
unreasonable ones. Note also that in every case study you are being asked to imagine yourself
as an actor on the organizational stage, not just an observer. Ultimately, learning that does not
result in action is wasted. The whole point of learning about organizational behavior is to change
the way you function in an organization so that your organizational life becomes more
meaningful, more purposeful, and more effective in reaching your personal and organizational
goals

The amount you learn from a case depends on how carefully you read it and how well you
analyze it. Read each case thoroughly and come to class ready to contribute to discussions, just
as though you were preparing for a (worthwhile) meeting at work. Don’t be passive; don’t expect
somebody else in the class to do the analysis or come up with that great solution to the firm’s
problems. Some cases will come with a set of study questions to help you focus your
preparation effort. Please read these carefully before reading a case. These will not always
cover every issue, but they will give you a good basis for discussion.

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Consider this quote by O'Reilly and Pfeffer (2000) who make this observation about how most
effective executive education occurs:

"…Not through lectures by professors or other experts but through engaged discussion of
examples, typically in the form of a CASE, in which the interactions among the participants
generates a variety of possibilities and perspectives. It is through the individual's engagement in
this discussion that he or she is able to really gain useful insights that are relevant to his or her
unique circumstances. Said differently, simply listening to an expert describes what you should
do or how you should manage is unlikely to provide much of last benefit. Mark Twain, a great
social scientist, observed that a man who chooses to carry a cat home by the tail learns at least
ten times as much as someone who only watches" (p. ix.).1

1
O'Reilly III, C. A. , & J. Pfeffer (2000). Hidden Value: How Great Companies Achieve Extraordinary
Results with Ordinary People. Harvard Business School Press.

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Guidelines for Analyzing Cases (Dr. Seay’s version)

In preparing to discuss a case, you should succinctly present your analysis and clearly
emphasize and defend what you think are the major issues, their underlying causes, and
appropriate responses.

Structuring Your Written Case Analysis

Feel free to use the following section headings to structure your written document. This format is
not mandatory. In most cases, I have seen approximately four or five numbered items under
each heading (except for the “Problem” statement, which will usually consist of two to three
primary problems.)

1. Issues and Assumptions: Identify one or more key issues in the situation described in the
case and/or your underlying assumptions. Every situation has a number of issues and your
task in this section is to identify the major issues that you will focus your analysis on PLUS
any assumptions you feel it is important to highlight.

2. Analysis: What are the causes/factors producing the situation described in the case? Also,
are its likely effects a major problem, or so minor that they should be ignored? You will
probably need to devote most of your efforts to this section, as this is the most difficult part
of the assignment for most students because it involves theorizing about why things have
happened, rather than just describing what did occur. Although difficult, this is essential
because if you can figure out WHY the situation arose, then you can begin to pinpoint what
aspects of the situation are going to be responsive to management action. (This may be why
Kurt Lewin said, “There is nothing so practical as a good theory.”)

3. Problem: In complex situations there are far more problems that we can attend to. While
this section will be brief (a sentence or two), it is where you cull the key problem that you
think lies at the heart of the case from the various issues that you identified in the first
section as potential problems. (Note: Your analysis in section two should make quite clear
why you selected the problem you have chosen to focus on).

4. Management Action: What course of action would you adopt if you were involved in this
situation? How would you implement your suggested actions? In this section it is essential
for you to be concrete (e.g., if you think that employees should cooperate more, rather than
saying “they should cooperate more”, tell me what should be done specifically to get them to
cooperate. Further, every idea has its good and bad points—be sure to include a statement
for each of your recommended actions about the potential for your recommendation to be
ineffective or effective or to backfire.

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Common Problems with Case Analysis’—and Corrective Rules of Thumb

There are four general heuristics that are important to keep in mind in analyzing a case and
writing up your analysis.

First, do not simply recount facts from the case. What I want to see is what you think are the
underlying causes and solutions that are not explicit in the case, that you have derived from the
readings, in-class discussions, or your own experience and applied to the case—an exception is
when you want to use a brief example to support one of your recommendations.

The second heuristic is to make sure that the various sections of your document are clearly
linked. This means that if you raise an issue in the first section, be sure you analyze its causes
and effects in the second section and provide suggested actions in the last section. Although
there are various ways to handle this concern, the easiest way to do this is to explicitly structure
(and label) each distinct point you are trying to make in your write-up so that item #1 in section
one corresponds to item #1 in the analysis section, and so on.

Third, you may not necessarily work on preparing the document in the order the sections will
finally appear. Sometimes you will know what corrective actions are required and need to
backtrack to figure out what underlying causes those actions must be responding to. Other
times it will be clear to you what theory discussed in your reading is relevant to the case, but
you will need to go back and figure out how to link that theory to other aspects of the case.

Finally, think of each case analysis as a report you are giving to your boss at work rather than
as a class exercise. You need to persuade me (as your boss) that I should allocate resources
(e.g., time/attention, personnel, money) and perhaps risk my own (or the organization’s)
reputation by following your advice.

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Additional Evaluation Criteria for Research Documents and Case Studies

When I read your paper, I will be evaluating it based on how well it meets the following criteria:

1. Have you demonstrated that you understand and can apply ideas from the course
readings and class discussions?

2. Did you identify other critical factors from your readings and class discussions and
address them in your paper? (Did you go beyond the minimum requirements for the
paper?)

3. Are your Management recommendations clearly expressed and logically consistent with
Management principles and practices?

4. Is your paper professional in appearance and consistent with good business writing
practices? Is it comprehensive, complete, clear, coherent and concise? Does it have a
cover page with the pertinent information on it?

5. Is your writing free from mechanical errors? Correct spelling, complete sentences,
grammatically correct, etc.

6. Have you exercised creative and innovative thinking?

Be specific and your answer will be graded on your critical-thinking skills.

Keep the following in mind:

1. What are the General and Specific Issues associated with the topic?
2. What are the Pro and Con of the positions presented?
3. What are your recommendations? What other options did you rule out and why?
4. What are the Implications of your Recommendations (i.e. financial, social, consumer,
employer, providers, etc.)?
5. How do you know what you know?
6. What’s your Evidence?
7. How and where does what you’ve learned fit in?
8. Could things have been otherwise? Who Cares? What Difference does it make?
9. What don’t we know about the topic or situation that has yet to be answered by others or us?

Grading of the paper/project will be done by the Professor Seay according to these specific
standards.

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Appendix B

TIPS FOR TAKING EXAMS WITH SHORT ANSWER / ESSAY QUESTIONS

Students sometimes inquire about why I give essay exams. My response is that the real
world is essay tests. I have never had a boss, coworker or subordinate ask me a multiple
choice or true – false question in the workplace. Have you?
(P. S. Experiments have shown that students study more efficiently for essay exams than for
objective tests.)

I have gathered the following tips from a number of sources. I hope they help you study more
effectively and also reduce your anxiety while taking an essay exam.

1. Read the instructions carefully before starting and review them at least once during the test.
2. Read all the test questions carefully before starting to write. Key nouns identify the
focus/topic and verbs (define, describe, compare and contrast) will tell you how to approach
the topic.
3. Ask for clarification if you do not understand a question.
4. Divide the time available and watch the clock so you can answer all questions. Allot more
time for the more difficult questions. Save some time for the end of the period to review
what you have written and make any necessary modifications.
5. Write answers on only one side of the paper. This allows you to use the reverse side for
making an outline or other notes before you compose your response.
6. Start by writing a thesis statement that expresses your main point or conclusion. Support
your point or conclusion with specific examples and relevant evidence.
7. Reread your exam before you turn it in.
8. If you run out of time, quickly jot down your main points and examples and note “I ran out of
time”.

Yes, your grade is affected by the quality of your writing  Poor handwriting, grammar,
punctuation, spelling etc. are always a distraction and any instructors’ judgment is negative
influenced when it is a struggle to decipher your writing. I always allow sufficient time for taking
the test so that you think about and take care with your writing. Remember, all work is to be
typed with the exception of the three exams.

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Appendix C

Reminder

Most importantly, talk to me if you need help. A colleague of mine says it best: “ If you are
in trouble, let me know. If you don’t talk to me, I won’t know you want help. If you ask for help
after your ship has settled on the bottom, it’s too late.”

Student Effort Research has shown that learning takes place in direct relationship to student
effort and involvement. In other words, the more you put into the course, the more you will get
out course. What does this mean? Guidelines from the University of Arcadia’s accrediting
organization call for 3-4 hours of outside study and prep time for every hour spent in class. So,
for 3 1/2hours of class time per week, you should plan on spending 10-12 hours of outside time
per week. While the outside time will certainly vary from week to week, depending upon
assignments and other commitments, consider this course a significant commitment toward
your own learning as a student!

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Appendix D

Ideas to Keep In Mind When Writing the Research Paper

POSITIVE FEATURES:

• clearly state the objectives of the paper and explain how the paper is
organized

"In this paper, the history of hackers will be examined, along with the
advent of the new generation of hackers, their goals, how these goals are
achieved, and how the new computer underground compares to original
hackers. The new generation of hackers has different characteristics from
the original hackers, yet the justifications for their actions have remained
the same." [Kroen]

"There is currently a heated debate regarding the privacy of electronic mail


in the workplace. While employers have the right to protect their interests,
the employees have the right to their privacy. The threat of a superior
reading email may have a psychological effect on a subordinate that could
in turn be harming the company. This paper uses various publications,
some of which are studies by the Office of Technology Assessment, in
order to understand better this ethical dilemma." [Slovacek]

"Today, thanks to a number of innovations in computing technology,


information is being processed and disseminated faster than ever before.
And nowhere else is information being processed and disseminated faster
than on the Internet. However, over the last three years there has been a
strong push for the government to regulate and in some cases censor the
Internet, especially the World Wide Web. Naturally, this raises the
question, is it appropriate to restrict the way people use their computers?"
[Woyicki]--Note that in this case the problem is implied rather than
explicitly stated.

"Information systems have had a significant impact on the underlying


dynamics of society. There exist few organizations today that are not
supported in some manner by these systems. Although the issue of
productivity has faced some contention, the general consensus is that the
integration of these systems have significantly enhanced organizational
workings. However, the advent of information systems has in no way
encountered immediate whole-hearted adoption, and integration within an
organization has been anything but straightforward. The adoption of
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information systems has followed a similar pattern to other technological
innovations in history, and in like manner, the integration of information
systems within an organization bas not been a one-time step, but rather a
protracted and much more holistic process. While much literature has
been written regarding the integration of information systems in the private
sector, little has been written about their uses in the public sector, and to
this area this paper will direct focus." [Kim]

Patterns of Development: Possible Strategies

When you are thinking about what paper topic you might want to
write about, it might be useful to consider how your paper might be
developed. For example, you could choose to write a historical
explanation of how the Internet developed, or of how changes in
computing practices have occurred in industry. Another possibility
would be to develop your paper in terms of cause (or multiple
causes) and effect (or multiple effects). A specific example of this
might examine the effects of software piracy. Yet another
possibility would be examining a number of issues or
considerations that are important to a topic. In this case, you
should be careful to include all of the important issues or
considerations. For example, if a company is considering the
possibility of telecommuting, what considerations will affect their
decision-making?

• identify a problem that you want to solve (or begin trying to think about
how to solve) in your paper

"Just who benefits most from telecommuting and at what costs are the
main focus of this paper." [Murphy]

• include a statement of significance and/or exigency

That is, why is it important to address this question now--has anything


changed or made it particularly important now as compared to 5 years
ago? 10? What makes this a problem worthy of our attention and
concern? After all, we have many different concerns all demanding our
attention--why should this one problem be foremost in our minds?

For example: "The changes occurring in the last five years have made it
particularly important to address this problem now. In the last five years,
the following changes have occurred...[list of changes]. As a result of

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these changes, new problems have developed. Rather than allowing the
current situation to continue, we need to address these issues."

Another example: "Unless this problem is addressed now, worse problems


will develop over time. For instance, instead of the current problem with
[...], we can expect that other problems will develop and require even
larger financial expenditures. These problems include [list of problems]."

• provide sufficient background information and context for the reader to be


able to understand the situation

For example: If you're writing about gender issues, you need to include
some information about current businesses practices for each of the
sexes.

• take a position and offer a clear rationale for why that position is a
reasonable one

"In many cases, the hacking was done in response to a problem that the
underground saw with the way of a company handled business. Though
this may seem like they were taking matters into their own hands, it was
their way of communicating with large companies. The average, modern
day hacker, though different from the rest of society, does not try to
internationally harm anyone." [Kroen]

• explain or provide a rationale for any position being advocated

Don't simply state your position. Instead you will also need to explain why
your position is better than all of the other possible positions.

• often rely on general to specific pattern to organize paper

Patterns of Development: Developing Your Ideas

A general to specific pattern is common in many academic papers.


As you read, try to identify some examples. The pattern is very
straightforward. Typically, the first sentence of the paragraph will
provide a topic sentence (a general introduction to the main point
of the paragraph). Second and subsequent paragraphs will narrow
the focus of the paragraph. (Alternatively, the second sentence
may tell the reader how the rest of that paragraph may provide
information about how the rest of the paragraph will be organized.

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Some examples of "key words" to help the reader see organization
are: compared, contrasted, [a number of] issues, analyzed,
causes, effects.) The final sentence should provide a conclusion
based on the specific examples presented in the paragraph. (Note
that a good example of this is presented below in the section
entitled "include clear examples."

• use key words consistently

Key words will vary for different paper topics, but one example might be
something as simple as "employees." If "employees" is a key word, then
you probably will not want to use "employees," "technical consultants,"
and "workers" to refer to the same group of people. This changing of key
words is likely to confuse your reader--so be consistent with the terms you
use.

• include clear examples

"Some sites make their living by providing a valuable of entertaining


resource to Internet users. Once they can show that a significant number
of people are visiting the site, other vendors will pay to put up online
advertisements. As an example, a network television station makes for a
good self-containing analogy. NBC provides TV shows free to owners of
televisions, and charges companies to advertise during the broadcasts.
The amount they expect to make for each commercial depends on how
many people will be watching that particular broadcast, and a rating
system has been established to determine these viewer statistics."
[Anspach]

• use appropriate transitions to help the reader see the major point (as well
as to identify which points are major and which points are less important)

"And for most people, there is an inherent fear of change, and hurdles to
leap over in learning new ways of doing things. In the local government
agencies, this is especially the case. People are entrenched in the
bureaucratic mindset, and they 'seek to maintain the status quo by fulfilling
their explicit mandates as narrowly and expeditiously as possible, rather
than seeking more effective ways to serve policy makers and the public.'
(3) People also have a fear that the new technologies will replace their
jobs, and are less willing to cooperate with the changes. However, in
many occasions, the new technologies call for a slight change in skills

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instead of actual job loss. And finally, along with the fear of being replaced
is the fear of punishment brought about as result of new systems exposing
inaccuracies within the present system." [Kim]

• draw conclusions based on the ideas presented in the paper (and present
those conclusions regularly--so that it's clear at the end of each section, and
perhaps at the end of each paragraph, what the main conclusion is)

For example: "The most important point here is that..."

Another example: "As a result of these concerns, it is important that this


issue must be addressed now or [describe the negative consequences]."

• include details at an appropriate level

Most writers who err in including details will include too few. It's also
possible, however, to include too many details. A good general rule of
thumb is to include one or two examples to support every major point
you're trying to make. Even if it's a minor point, you'll probably still want to
include one example, although your example may be shorter or less
developed in this case.

• chunk information in a way so that the reader can easily see the main point

For example: "The best solution to this problem is..."

• return to the main point, having supported that main point in a number of
ways

For example: "Although this is an important issue, of central concern is ... "

• include research

use citations list references

• include definitions (new terms, unusual terms, terms you are using in a
particular way)

"The term hacker was first used in the 1960's to describe a group of
students at the Massachusetts Institute of Technology who explored the
many possibilities of a certain computer system at the school. They meant
no harm, rather they were students who went out of the way to pursue
knowledge." [Kroen]

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"The most commonly used part of the Internet is the World Wide Web
(WWW, or the Web). The Web is a collection of pages and sites,
containing text, graphics, and sometimes music or small movie clips, that
was originally intended for the conveyance of information. It is now also
used as a forum for people to find out about each other, and as a sort of
world wide shopping mall." [Stringer]

• include clear transitions from one section of the paper to the next

For example: "Now that the problem has been fully developed, we next
need to begin thinking about some of the constraints on its solution." [Note
that this links a section that states the problem with one that identifies
some constraints on the problem.]

Another example: "Having explained the historical development of this


problem, we next need to consider the current situation and how that
situation differs from the past situation.

NEGATIVE FEATURES:

• oversimplify complex issues

For example, you might claim that employers have only two major
concerns, when in fact many employers might see that there are far more
concerns, depending on the exact circumstances.

• begin with a general statement of the main issue, but never get around to
explaining what the problem is that the writer is trying to address

By explaining what problem you are trying to address, you help focus the
reader's attention.

• expect the reader to remember ideas presented earlier

Remind the reader of points you've made earlier. You can even do this by
stating, "As described earlier, there are several problems with this view of
the Web as a marketplace."

• do not explain the significance of quotes or what conclusions can be


drawn from them

Readers should not be expected to have the full understanding of any


quote. Remember that when you first read the quote, you were reading it

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in the context of another book. When you use a quote, you need to
provide the context for helping the reader see how the quote fits in with
your other ideas.

• rely heavily on one or two research articles (or books), rather than on a
range of diverse opinions

Don't rely too heavily on books or articles that support your opinion--try to
find a range of books or articles that represent the full complement of
ideas that knowledgeable people in the field might have about the topic.

• provide a lot of detail for concepts or ideas that you don't intend to explain
in the paper

You'll probably learn lots of interesting and unusual facts as you're writing
your paper--but don't include them unless they are directly relevant to the
paper you want to write about. Good writers often end up "throwing out" a
lot of good material, because they focus on organization and making a
single strong point (one that is clearly supported).

• use vague phrasings

Examples include "multidimensional growth" and "gender issues" without


ever explaining how those terms are being used. There are many similar
phrasings that can be hard for your reader to understand. One way to
keep track of them is to keep a record of all the terms you did not
completely understand to begin with.

• do not explain assumptions or research underlying your claims

"All in all practices and technology give rise to and support beliefs and
norms through exposure and education"

• introduce new ideas in the conclusion, which cannot be adequately


developed

If you think it's a good idea, you should develop it earlier in the paper.
Don't introduce new topics (especially ones that could be developed) in
the conclusion.

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• overuse qualifications

Qualifications come in a full range. You can be definite about something,


or think it's probably true, or that it's likely, or that it seems possible. There
are an infinite number of possible qualifications. The trick is to state
everything as strongly as you can (so that you come across as being an
authority and willing to acknowledge how strongly you feel) without coming
across as being too strong about your claims.

• rely too heavily on own authority

You may believe something to be true, so you may want to write: "I believe
that..." In general, however, "I believe..." statements are not appropriate.
These statements require that the reader have complete faith in you as an
expert in the field (which may not be true even if you are an expert in the
field) and that the reader be willing to trust his or her personal relationship
with you. Also, it’s generally assumed by the reader that anything you say
in the paper will be your idea--so it's redundant to say "I believe."

• over generalize

"It goes without saying..." [Note that if it goes without saying then you
probably shouldn't be saying it at all. If it doesn't go without saying, and
you need to include this information, then state the idea as clearly as
possible.]

• don't spell out the implications

"Perhaps less obvious here is the responsibility of these governments to


protect their children and monitor what materials they can view and/or
read. As previously observed, the anonymity provided by the 'Net makes it
extremely difficult to know whether the viewer of such materials is actually
on legal age. This could lead to an unfortunate situation in which children
encounter inappropriate material on the 'Net." [Woyicki]

[Note that here it is unclear what the "inappropriate material" might be.]

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• do not clarify what the assumptions are

"In fact, it is likely that if such a system were to be used the persons
creating the offending web pages would just edit certain keywords so as to
pass the electronic inspection. Either way, the Internet would be dumbed-
down to a level which is acceptable to small children. Information would be
restricted, the 'Net would be restricted, the 'Net would be strangled, and
the freedom of speech rights of adults would be compromised." [edit for
emphasis] [Woyicki]

• do not offer a clear conclusion

"With luck, and some degree of effort, the problems of the Web will be
overcome, and the World Wide Web will prosper in years to come."
[Stringer]

Note that this does not explain: Why is luck necessary? What degree of
effort? It's unclear how serious or simple these problems are in the writer's
mind.

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Appendix E

Dr. Seay’s note to students:

Class, I welcome you to Organizational Development and Change. As you read in my


bio above, I have spent over 20 years in the field of management and OD and believe
wholeheartedly in this field of study.

As far as the class goes, this IS NOT an easy, do-nothing and receive an A class! I
hold you to the highest academic and professional standards as I am sure you hold
yourself. If you want an easy class to fill up time, this is not the one. Please come
prepared to work hard and get out of this class more than you have any other. I want to
help you learn and succeed, whether in the field of management or any other field.

The following are items of interest you should pay close attention to:

1. Just because we do not cover it in class does not mean it will be left of an
exam. You are responsible for everything in the text, notes, PPT slides,
videos, etc. I will try to help you narrow your study and preparation down,
however, you are still responsible.
2. I do not care if another professor is easy and you feel I am too difficult. My job
is to go above and beyond to prepare you for your career. I will do anything
possible to help you. Even if it means challenging you with more difficulty. My
goals is your success. Nothing less!
3. Not everyone will receive an A. Not everyone is an A student. What you think
you deserve and what you earn might be two different things. Be honest with
yourself and me. I will be honest with you.
4. I teach using the Socratic methodology. Meaning, I ask a lot of questions and
expect you to research appropriately. Then, we reconvene to discuss at
length issues and assumptions we can learn from.
5. If you do not understand something, contact me anytime. Please do not wait
until the last minute to ask me about every assignment. It will not work. I care
about your performance and want you to do well. Help me help you.
6. Please read the syllabus at least 3 times to become familiar with it. It is very
detailed and will be your guide through this course.

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7. Things you want from Dr. Seay and you will DEFINITELY receive:

a. Material presented clearly


b. A good rapport with me!
c. Great class discussions via threads
d. I will give you the opportunity to critically evaluate the concepts
e. I will solicit and act on feedback, when appropriate
f. A variety of teaching methods will be used
g. Timely grading – within 7 days
h. Challenging but very fair exams that measure knowledge
i. A clear understanding of grading policies
j. Fair grading policies
k. A comfortable setting in which students like to ask questions
l. I will be accessible outside of class
m. I have clearly and concisely sequenced topics logically
n. ENTHUSISM is show by the professor!!!!
o. I will use real-world examples from my 20+ years at corporate
p. I will always be well-prepared as I spend 8 hours per week prepping
q. I will always respect cultural diversity
r. I will have you meet with organizations outside of class to learn

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