WAYLAND BAPTIST UNIVERSITY
HAWAII CAMPUS
SCHOOL OF BUSINESS
SYLLABUS
1. Mission Statement: Wayland Baptist University exists to educate students in an academically
challenging, learning-focused, and distinctively Christian environment for professional success
and service to God and humankind.
2. Course: MGMT 5325 – HI01, Organizational Development and Behavior
3. Term: Summer 2015
4. Instructor: Dr. Tod Outlaw
5. Office Phone and email: (808) 221-4920 outlawm@wbu.edu
6. Office Hours, Building, and Location: Immediately before and after class.
7. Class Meeting Time and Location: Thursdays 5:30-9:40p WBU - Mililani
8. Catalog Description: A systems approach to analyzing and developing organization structure
and function; organizational change; measurement of results; strategic and ethical implications of
diversity and change management; impact on sustainability.
Course Format: This course will be taught in a blended format, with the majority (over 51%) of
the contact hours occurring in class. There will also be Blackboard assignments and other
activities outside the classroom. Class will begin at 5:30p and will meet every class session until at
least 7:40p. Class length beyond 7:40p will vary each session depending upon material and depth
of accompanying online assignments for each session.
9. Prerequisites: BUAD 5300. (For the M.P.A. MGMT 3304 only).
10. Required Textbook and Resources:
BOOK
AUTHOR
ED YEAR PUBLISHER
Organization
Development and
Change
Cummings
10th 2015
Cengage
ISBN#
UPDATED
9781-133190455
8/26/14
11. Optional Materials: None
12. Course Outcome Competencies:
Upon completion of this course the student should be able to:
 Demonstrate an understanding of organization development and identify the need for
change and renewal.







Analyze organization culture and hypothesize on the behavior of individuals in an
organization.
Analyze the factors contributing to an accelerating rate of change, and make
recommendations to enable individuals and groups to cope with change.
Role-play an OD consultant.
Research system parameters and recognize symptoms, problems, and causes to change
programs, and recommend strategies that can increase motivation to change.
Identify the range of 3 major OD intervention techniques and how they may be applied.
Compare team problems and why teams may not be operating at optimum capacity.
Contrast organization transformation (OT) in relation to the change process.
13. Attendance Requirements: Attendance is very important to your success in this class. Tests
may be made up (with a penalty of 20% per day for lateness), but no other aspect of this course
may be made up at a later date. Meeting deadlines is very important. In the event of a missed
assignment or activity, it is the student’s responsibility to contact the instructor. Absences will
affect your grade. Missing more than 25% of the face-to-face classes will result in a failing grade
for the course. Missing an hour or more of a class is counted as an absence. Participation in
online portions counts as an equal part of the attendance component. Missing online assignments
is the same as missing face-to-face classes.
All Wayland students are expected to attend every class meeting; the minimum percentage of class
participation required to avoid receiving a grade of “F” in the class is 75%. Students who miss the
first two class meetings without providing a written explanation to the instructor will be
automatically dropped from the roster as a “no-show.” Students who know in advance that they
will be absent the first two class meetings and who wish to remain in the class must inform the
instructor in order to discuss possible arrangements for making up absences.
14. Statement on Plagiarism and Academic Dishonesty: Wayland Baptist University observes a
zero tolerance policy regarding academic dishonesty. Per university policy as described in the
academic catalog, all cases of academic dishonesty will be reported and second offenses will result
in suspension from the university.
15. Disability Statement: “In compliance with the Americans with Disabilities Act of 1990 (ADA),
it is the policy of Wayland Baptist University that no otherwise qualified person with a disability
be excluded from participation in, be denied the benefits of, or be subject to discrimination under
any educational program or activity in the university. The Coordinator of Counseling Services
serves as the coordinator of students with a disability and should be contacted concerning
accommodation requests at (806) 291- 3765. Documentation of a disability must accompany any
request for accommodations.”
16. Course Requirements and Grading Criteria:
Students shall have protection through orderly procedures against prejudices or capricious
academic evaluation. A student who believes that he or she has not been held to realistic
academic standards, just evaluation procedures, or appropriate grading, may appeal the final
grade given in the course by using the student grade appeal process described in the Academic
Catalog. Appeals may not be made for advanced placement examinations or course bypass
examinations. Appeals are limited to the final course grade, which may be upheld, raised, or
lowered at any stage of the appeal process. Any recommendation to lower a course grade must be
submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals
Committee for review and approval. The Faculty Assembly Grade Appeals Committee may
instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.
Grading Criteria:
Positive Participation in Class
Quizzes
Online Participation
Paper
Final Presentation
Midterm
Final
18%
20%
12%
20%
10%
10%
10%
If the midterm and/or final and/or paper and/or paper presentation are not completed, the student
will not receive credit for the course.
Grading Scale:
100-90
89-80
79-70
69-60
Below 60
W=
WP=
WF=
I=
A
B
C
D
F
Approved Withdrawal
Approved Withdrawal Passing
Withdrawal Failing
Incomplete
17. Tentative Schedule: (Calendar, Topics, Assignments)
Assignments:
May 28
Introductions
Syllabus review
Chapters 1-2
Brainstorming term paper topics
Homework for next time:
Article concerning organizational development
Term paper outline
Online assignment (Chapter 3)
Prep for Quiz #1
June 4
Quiz #1
Present one article concerning organizational development
Chapters 4-5
Research paper outline due (Criteria discussed at first class meeting)
Homework for next time:
Article concerning organizational interventions
Online assignment (Chapter 6)
June 11
Present one article concerning organizational interventions
Chapters 7-9
Homework for next time:
Article concerning organizational confrontations
Online assignment (Chapter 10)
Prep for Quiz #2
June 18
Quiz #2
Present one article concerning organizational confrontations
Chapters 11-12
Review for mid-term exam
Homework for next time:
Study for mid-term exam
Online assignment – open forum for midterm discussion
June 25
Mid-term exam
Homework for next time:
Article concerning work design
Online assignment (Chapter 13)
July 2
Present one article concerning work design
Chapters 14-15
Homework for next time:
Article concerning workforce wellness
Online assignment (Chapter 16)
Prep for Quiz #3
July 9
Quiz #3
Present one article concerning workforce wellness
Chapters 17-18
Homework for next time:
Article concerning effective organizational change
Online assignment (Chapter 19)
July 16
Present one article concerning effective organizational change
Chapters 20-21
Homework for next time:
Paper due on Safe Assignment before next week’s class
Prep for Quiz #4
July 23
Quiz #4
Chapters 22-23
Review for final exam
Homework for next time:
Study for final exam
Online assignment – open forum for discussion of final exam
July 30
Final exam
Discuss presentation criteria
Homework for next time:
Prepare for paper presentation
Online assignment – discussion of objectives
August 6
Review and reflection
Paper presentations
All chapters will be covered.
Professor reserves the right to alter this schedule as needed.
Please be sure to ask if you have questions or concerns during this course. Remember that, while
you are a student, you are also teaching the class that which your education and experiences have
taught you.
18. Additional information as desired by the faculty member
Class Participation: Class participation is a very important part of education. This class requires
active class participation. Many classes begin with a basic question that appears clear-cut, and the
class participation is what helps add to the complexity that is critical for solving problems and
understanding processes. Students are strongly encouraged to participate in class.
Other Important Information:
1. Homework is due at the beginning of each class.
2. Late homework will result in a lower grade.
3. Written work is graded on the basis of content first, but also on the quality of grammar
and punctuation.
4. All written assignments should be 12-point type, double-spaced, and using APA
Manuscript Writing Style.
5. Questions concerning grades received should be resolved within one week after the
assignment has been returned.
6. Unless noted as a group assignment, all work should be original work of the individual
student.
7. Academic honesty is expected of all students. Plagiarism, cheating, and other acts that
lack academic honesty may result in a zero on the particular assignment.
8. Students will need to use the Internet to access some assignments.
9. Cell phones and pagers must be placed on vibrate or silent mode.
10. Presentations of papers must be done on the assigned date with the class to receive
credit.
11. Exams may be made up, but there is a 20-point penalty for each day it is late.
12. Please do not bring children to class.
13. Always contact the professor if you need assistance.
Article Presentations: In order to better understand and participate in the stages of the study of
organizational development and behavior, students will be required to bring examples of relevant
topics to class. The format for the articles will be described in class, and when presented they will
be graded based upon quality and relevance to the topic being discussed. They may also be
graded based upon the amount of class discussion that ensues when the summary is presented.
Length of the individual presentations will be discussed when each assignment is made.
Term Paper/Project: Students will complete one term paper for this class. The paper should be a
minimum of ten pages of content, excluding coversheet, abstract and references, and should utilize
at least ten references, all of them scholarly. Students will orally present a summary of this paper
to the class. Papers must utilize APA format. Topics for papers must also be pre-approved by the
professor. To avoid a 10-point deduction from your final grade in the course, completed paper
must be available by the ninth class meeting to submit online to Safe Assignment. If Safe
Assignment detects more than a 20% match, 10 points will be deducted from the paper grade for
every 10% over the 20% limit.
STATEMENTS:
Course Format: This course will be taught in a blended format, with the majority (over 51%) of
the contact hours occurring in class. There will also be Blackboard assignments and other
activities outside the classroom.
“This class will adhere to zero tolerance for using someone else’s work as your own.”
“Students are responsible for reading, understanding, obeying, and respecting all academic
policies, with added emphasis being placed upon academic progress policies, appearing in the
Wayland Baptist University Academic Catalog applicable to their curriculum and/or program of
study.”
Rubric for Case Study Assignment
Criterion
4
3
2
A-level qualities
(90–100)
B-level qualities
(80–89)
C-level qualities
(70–79)
1 or 0
D- or F-level qualities
Score
(60–69 or below 60)
Completeness
Complete in all
respects; reflects
all requirements
Complete in most Incomplete in
respects; reflects
many respects;
most requirements reflects few
requirements
Incomplete in most
respects; does not
reflect requirements
Understanding
Demonstrates a
sophisticated
understanding of
the topic(s) and
issue(s)
Demonstrates an
accomplished
understanding of
the topic(s) and
issue(s)
Demonstrates an
acceptable
understanding of
the topic(s) and
issue(s)
Demonstrates an
inadequate
understanding of the
topic(s) and issue(s)
Analysis,
Presents an
evaluation, and
insightful and
recommendations thorough analysis
of all issues
identified; includes
all necessary
financial
calculations
Presents a
thorough analysis
of most issues
identified; includes
most necessary
financial
calculations
Presents a
Presents an incomplete
superficial analysis analysis of the issues
of some of the
identified
issues identified;
omits necessary
financial
calculations
Makes appropriate
and powerful
connections
between the
issues identified
and the strategic
concepts studied
in the reading;
demonstrates
complete
command of the
strategic concepts
and analytical
tools studied
Makes appropriate
connections
between the
issues identified
and the strategic
concepts studied
in the reading;
demonstrates
good command of
the strategic
concepts and
analytical tools
studied
Makes appropriate
but somewhat
vague connections
between the
issues and
concepts studied
in the reading;
demonstrates
limited command
of the strategic
concepts and
analytical tools
studied
Makes little or no
connection between
the issues identified
and the strategic
concepts studied in the
reading
Supports
diagnosis and
opinions with
strong arguments
and evidence;
presents a
balanced and
critical view;
interpretation is
both reasonable
and objective
Supports
diagnosis and
opinions with
reasons and
evidence; presents
a fairly balanced
view; interpretation
is both reasonable
and objective
Supports
diagnosis and
opinions with
limited reasons
and evidence;
presents a
somewhat onesided argument
Supports diagnosis and
opinions with few
reasons and little
evidence; argument is
one-sided and not
objective
Presents detailed,
realistic, and
appropriate
recommendations
clearly supported
by the information
presented and
concepts from the
reading
Presents specific,
realistic, and
appropriate
recommendations
supported by the
information
presented and
concepts from the
reading
Presents realistic
or appropriate
recommendations
supported by the
information
presented and
concepts from the
reading
Presents realistic or
appropriate
recommendations with
little, if any, support
from the information
presented and
concepts from the
reading
Research
Supplements case Supplements case Supplements case Supplements case
study with relevant study with relevant study with limited
study, if at all, with
and extensive
research into the
present situation of
the company;
clearly and
thoroughly
documents all
sources of
information
research into the
present situation of
the company;
documents all
sources of
information
research into the
incomplete research
present situation of and documentation
the company;
provides limited
documentation of
sources consulted
Writing
mechanics
Writing
demonstrates a
sophisticated
clarity,
conciseness, and
correctness;
includes thorough
details and
relevant data and
information;
extremely wellorganized
Writing is
accomplished in
terms of clarity and
conciseness and
contains only a
few errors;
includes sufficient
details and
relevant data and
information; wellorganized
Writing lacks
clarity or
conciseness and
contains numerous
errors; gives
insufficient detail
and relevant data
and information;
lacks organization
APA guidelines
Uses APA
guidelines
accurately and
consistently to cite
sources
Uses APA
guidelines with
minor violations to
cite sources
Reflects
Does not use APA
incomplete
guidelines
knowledge of APA
guidelines
Writing is unfocused,
rambling, or contains
serious errors; lacks
detail and relevant data
and information; poorly
organized
Total:
Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are as follows: 21.6-24 (A), 19.2-21.5 (B), 16.8-19.1 (C), 14.4-16.7 (D),
Rubric for Asynchronous Discussion Participation
Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the
class. You develop and refine your thoughts through the writing process, plus broaden your classmates’
understanding of the course content. Use the following feedback to improve the quality of your discussion
contributions.
Criteria
Frequency
Initial
Assignment
Posting
Follow-Up
Postings
Content
Contribution
References &
Support
Clarity &
Mechanics
Unacceptable
Participates not
at all.
Acceptable
Participates, but
not the required
number of times
Good
Participates the
minimum
number of
required times
with limited
responses.
Posts well
developed
assignment that
addresses all
aspects of the
task; lacks full
development of
concepts.
Posts adequate
assignment with
superficial
Posts no
thought and
assignment.
preparation;
doesn’t address
all aspects of the
task.
Posts shallow
contribution to Elaborates on an
Posts no follow- discussion (e.g., existing posting
up responses to
agrees or
with further
others.
disagrees); does
comment or
not enrich
observation.
discussion.
Posts
Posts information
Repeats but
information that
that is off-topic,
does not add
is factually
incorrect, or
substantive
correct; lacks full
irrelevant to
information to
development of
discussion.
the discussion.
concept or
thought.
Uses personal
Incorporates
Includes no
experience, but some references
references or
no references to
from literature
supporting
readings or
and personal
experience.
research.
experience.
Posts long,
Communicates
Contributes
unorganized or
in friendly,
valuable
rude content that
courteous and
information to
may contain
helpful manner
discussion with
multiple errors or with some errors minor clarity or
may be
in clarity or
mechanics
inappropriate.
mechanics.
errors.
Excellent
Participates more than the
minimum number of times
with detailed responses.
Posts well developed
assignment that fully
addresses and develops
all aspects of the task.
Demonstrates analysis of
others’ posts; extends
meaningful discussion by
building on previous posts.
Posts factually correct,
reflective and substantive
contribution;
advances discussion.
Uses references to
literature, readings, or
personal experience to
support comments.
Contributes to discussion
with clear, concise
comments formatted in an
easy to read style that is
free of grammatical or
spelling errors.
Examples of postings that demonstrate higher levels of thinking:
 “Some common themes I see between your experiences and our textbook are….” (analysis)
 “These newer trends are significant if we consider the relationship between ….” (synthesis)
 “The body of literature should be assessed by these standards ….” (evaluation)
GRADING RUBRIC for WRITTEN EXAMS
An “A” exam:






Answers the specific central question that was asked
Incorporates pertinent and detailed information from both class discussion and assigned readings
(whenever applicable), providing needed evidence.
Maintains focus/avoids being sidetracked by tangents
Presents all information clearly and concisely and in an organized manner
Does much more than merely restate the question and offer a brief response
Avoids distracting grammar/spelling/etc. problems
A “B” exam:






Answers the specific central question asked, but not as well as an “A” essay
Incorporates some information from class discussion and assigned readings, providing some necessary
evidence, but less thoroughly and/or relevantly than an “A” essay
Usually maintains focus, but may occasionally digress from the specific topic
Presents information fairly clearly and concisely, and may have minor organization problems
Does more than merely restate the question and offer a brief response
May contain a few distracting grammar/spelling/etc. problems
A “C” exam:






Addresses the specific central question asked in part, but does not relate directly to the question or does
not address all required elements
Does not adequately incorporate information from class discussion and assigned readings, and may rely
on unsupported statements or generalities
Sometimes strays from the specific topic (more often than a “B” essay)
Presents information in a manner that is sometimes unclear, and/or has significant organization problems
May merely restate the question and offer a brief, undeveloped response
May contain a few or a significant number of distracting grammar/spelling/etc. problems
A “D” exam:






Does not directly answer the specific central question asked
Does not incorporate information from class discussion and assigned readings, or does so minimally
and/or irrelevantly
Substantially digresses from the specific topic
Has significant problems with clarity, concision, and organization, making the information presented
difficult for the reader to understand
May merely restate the question and offer an irrelevant or undeveloped response
May contain substantial distracting grammar/spelling/etc. problems that muddle the information presented
An “F” exam:




Does not answer the specific central question in any way
Does not incorporate information from pertinent class discussion and/or assigned readings
Provides no information that can be understood or related to the specific topic
May lack any recognizable organization

May contain enough distracting grammar/spelling/etc. problems to make it substantially incomprehensible
Plusses and minuses may be used for finer-grain letter assignments.
Grading Rubric for Oral Exams (Midterm and Final)
A
Exemplary
B
Competent
C
Developing
D/F
Shows a
limited
understanding
of the topic
with not quite
a fully
developed
argument per
the categories
below
Articulates a
position or
argument that
is incomplete
or limited in
scope
Presents
evidence that
is mostly
relevant
and/or mostly
accurate
Shows a
superficial
understanding
of the topic,
argument not
developed
enough per the
categories
below
Shows no
understanding
of the topic
and no
argument per
the
categories
below
Articulates a
position or
argument that
is unfocused
or ambiguous
Does not
articulate a
position or
argument
Presents
evidence that
is somewhat
inaccurate
and/or
irrelevant,
but corrects
when prompted
Presents a
lot of
inaccurate
and/or
irrelevant
evidence
Dimensions:
Shows a
deep/robust
Overall
understanding
Understanding of the topic
with a fully
developed
argument per
the categories
below
Argument
Evidence
Clearly
articulates a
position or
argument
Presents
evidence that
is relevant
and accurate
Presents
sufficient
amount of
evidence to
support
argument
Implications
Structure
Prompting
Presents
limited
evidence to
support
argument
Fully
discusses the
major
implications
of the
argument or
position
Adequately
discusses some
of the major
implications
of the
position
There is logic
in the
progression of
ideas
There are a
few areas of
disjointedness
or
intermittent
lack of
logical
progression of
ideas
Does not
present enough
evidence to
support
argument, but
augments when
prompted
Discusses
minor
implications
(missing the
major ones) OR
does not
discuss major
implications
adequately
Ideas are
somewhat
disjointed
and/or do not
always flow
logically,
making it a
bit difficult
to follow
Did not have
to prompt with
probing
Prompted
minimally (one
or two probing
Prompted a lot
(a series of
probing
Doesn’t
present
enough
evidence to
support
argument,
even when
prompted
repeatedly
Doesn’t
discuss the
implications
of the
argument or
position
Ideas are
disjointed
and/or do not
flow
logically,
hence
argument is
very
difficult to
follow
questions at
all
questions)
questions)
Grading Rubric for Term Papers
Qualities & Criteria
Format/Layout



Presentation of the
text
Structuring of text
Follows requirements of length, font
and style
Excellent (90100)
Poor (0-80)
Good (80-90)
Follows poorly
the
requirements
related to format
and layout.
Follows, for the
most part, all
the
requirements
related to format
and layout.
Some
requirements
are not followed.
Closely follows
all the
requirements
related to
format and
layout.
The essay is not
objective and
addresses poorly
the issues
referred in the
proposed topic.
The provided
information is
not necessary or
not sufficient to
discuss these
issues.
The essay is
objective and for
the most part
addresses with
an in depth
analysis most of
the issues
referred in the
proposed topic.
The provided
information is,
for the most
part, necessary
and sufficient to
discuss these
issues.
The essay is
objective and
addresses with
an in depth
analysis all the
issues referred
in the proposed
topic. The
provided
information is
necessary and
sufficient to
discuss these
issues.
The essay is not
well written, and
contains many
spelling errors,
and/or grammar
errors and/or
use of English
errors. The
essay is badly
organized, lacks
clarity and/or
does not present
ideas in a
coherent way.
The essay is well
written for the
most part,
without spelling,
grammar or use
of English errors.
The essay is for
the most part
well organized,
clear and
presents ideas in
a coherent way.
The essay is well
written from
start to finish,
without spelling,
grammar or use
of English
errors. The
essay is well
organized, clear
and presents
ideas in a
coherent way.
Most of the
Most of the
All the
(Weight 15%)
Content/Information




All elements of the
topics are addressed
The information is
technically sound
Information based
on careful research
Coherence of
information
(Weight 50%)
Quality of Writing



Clarity of
sentences and
paragraphs
No errors and
spelling, grammar
and use of English
Organization and
coherence of ideas
(Weight 20%)
References and use of
references
references used
are not
important,

Scholarly level of
and/or are not
references when
of
required
good/scholarly

How effectively the
quality. There is
references are used
not a minimum
in the essay
of 10 references,
and/or they are

Soundness of
not used
references
effectively in the

APA style in
essay and/or
reference list and for
correctly cited
citations
and/or correctly
listed in the
(Weight 15%)
reference list
according to APA
style.
references used
are important,
and are of
good/scholarly
quality. There is
a minimum of 10
references that
are for the most
part used
effectively. Most
of the references
are correctly
cited and
correctly listed
in the reference
list according to
APA style.
references used
are important,
and are of
good/scholarly
quality. There is
a minimum of
10 references
that are used
effectively,
correctly cited
and correctly
listed in the
reference list
according to APA
style.
Overriding criterion: 0riginality and authenticity. If the essay is identified as
not being original, and/or not done by the student, the instructor has the right to
grade the paper as an F (0).