The Marshall School of Business
University of Southern California
Los Angeles, CA 90089-1421
MOR 463
Change Management
Spring, 2011
Professor Thomas H. Olson
303C Bridge Hall
Department Office: 213-740-0728
Direct Line: 213-740-0758
Fax: 213-740-3582
E-mail: tholson@usc.edu
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MOR 463 - Organizational Development and Change
Dr. Thomas H. Olson
University of Southern California
Office: Bridge Hall 303C
Hours: T / TH 11-noon, 1-2 and by appointment
Phone: (213) 740-0758
E-mail: tholson@usc.edu
Fax: (213) 740-3582
General Description:
This course is designed to provide participants with practical knowledge and experience about
helping people in organizations manage planned change. The nature of planned change is
examined in the context of different organizational conditions and different levels of analysis.
The stages of planned change are explored - from initial entry into organizations through
diagnosis, intervention and evaluation. Participants will gain conceptual understanding of
planned change as well as develop skills for helping manage change. The course is heavily
applied and participants are expected to contribute to class discussions, experiential exercises and
team change projects. They are also expected to examine their own assumptions and skills
related to planned change and to develop their own knowledge and skill base in this field.
Instructional Objectives:
1)
2)
3)
4)
5)
To develop an appreciation for models and theories of ‘change management’.
To develop an applied understanding of models and theories through an integration of
exercises, case analyses, applied readings and personal and group experience.
To learn key current concepts (and authorities contributing to them) which relate to
organizational development and change.
To learn to distinguish, evaluate and analyze process from content issues.
To become more aware of ‘change management issues’ and how to address these issues.
The primary objective of this course is to provide you with an opportunity to become familiar
with the typical phases in an organizational change initiative. These phases have been identified
in the description above. As we examine these phases, we will identify different types of change
agents, facilitators and development personnel (and their approaches). We will also acquaint
ourselves with readings relating to (and providing examples of) various related topics such as
organizational roles, attitudes, culture and values as they are typically considered by change
agents with their clients. Finally, we will conclude the course with discussions of ethical issues,
career concerns and management practices of practitioners working in this area.
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Methods of Presentation in Class:
To adequately achieve the objectives of the course, it will be necessary to conduct the class in
lecturette and case discussion fashion. Be sure to take adequate notes. There will be a
‘comprehensive’ in-class written case analysis. Additionally, the content from the lectures will
be necessary to complete certain segments of the course requirements, especially the personal
case and team field project.
You are expected to read all of the material assigned from the course text. Further, you are to be
prepared to present your analyses of all exercises, cases, and readings assigned particular to each
class session. You may be called on to either orally present your analysis or opinions to the class
or to lead a discussion in class. As you may not know when you will be queried, be prepared at
all times. Let me emphasize, as this course relies on the in-class discussion of text and case
readings, you are expected to read the assignments prior to class. Further you are expected to be
prepared to write and/or discuss the materials assigned and answer specific questions proposed
by each other as well as by me.
As much of what we do involves your participation, your attendance in class during lecture and
exercise, case and reading analyses is very important. Any class session missed can only hinder
your performance. Should anyone know of occasions when he/she will be unable to attend, let
me know beforehand; you will then need to gather from other participants a summary of the
'lessons learned' from the class that you missed and discuss with me as necessary.
The following summaries the sources that will be used to stimulate participant learning:
1) Lectures
2) Class discussions
3) Cases analyses
4) Briefings
5) Exercises
6) Field project and presentation by student teams
7) Guest lectures by practitioners as available
Student Requirements:
In general overview, you will be expected to do the following:
a. Prepare an individual case report based on your experiences.
Each of you is expected to take course readings and apply them to a personal
development and change experience. This should be a creative report; each of you should devote
a diligent effort to understand yourself in the situations you choose. This report is to be
presented verbally during the semester or in written form no later than the last class day.
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b. Read the course texts and all handout materials and answer quiz questions as presented.
From the readings, members of the class should identify major concepts pertinent to
organizational development and change topics and develop a broad comprehension of the
ramifications of these concepts. Members of the class will be expected to participate in ‘applied
practice’ learning experiences wherein they will develop a more realistic sense of ‘how change
management works’ in an organization, what appears to be possible, and what variables are
relevant to making change work, etc. Organization development and change theory is like
political theory - there is plenty of room for adventurous thinking, yet there are hard realities of
each situation, empirical evidence that must be recognized, problems of integrity and consistency
that must be addressed and so forth. There may be unscheduled quizzes covering the chapter
reading during the semester; I encourage everyone to be prepared.
c. Participate in class discussions and facilitate (ELC based) class sessions.
Dialogue in this class is essential to you being a major contributor and, thereby, assists us
all in reaching the course objectives. Members of the class are asked to take this portion
seriously. Even though a portion of class may be lecturette and presentation, there is still 'room'
for substantial audience participation and discussion. You may be asked to provide a selfevaluation at mid-term and term-end using the Participation Behavioral Anchor Rating Scale
(attached); let us discuss this possibility after the first few weeks of the semester.
d. Formally prepare and analyze exercises, cases and readings from both the text and handouts;
be prepared to verbally offer your analyses to the class.
When discussing and/or presenting an analysis, the taking of a normative position by
members of the class is encouraged. However, a warning is in order. Taking normative
positions forces one to take risks and to invite challenges from the class. Let us welcome this
and learn from it. Let us be bold and experiment while at the same time try to research, as far as
possible, the extent to which alternatives offered may be realistically employed. Objective
discussion centered on normative positions should contribute to some memorable meetings. Let
us try to make this the case; to do so depends upon you reading the course text and materials with
care and thinking about them. Integration of exercises, cases and readings with theory, concepts
and models is mandatory.
e. Prepare an in-depth field study project report/paper.
As a member of a team (group size may vary depending on the enrollment of the class),
you will engage with a client and conduct an intervention.
The presentation of your findings will take two forms:
First, the team will make an oral presentation during the ‘Immersion Weekend’ (the
second to last weekend of the semester). Each team is to distribute an outline to the client of
their presentation; all members of the team are asked to participate. I emphasize that the there
will be approximately 30 minutes for you and your team to make your presentation. Please make
this experience informative and interesting. Do not read your review; 'talk it'. Use visual aids
and other materials to support your presentation.
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Secondly, a team written report of your team's planned change project may be submitted
for evaluation. This requirement will be discussed at approximately mid-term, and it will largely
be a function of what the client requires. Assuming that some sort of report is required, be sure
to follow a 'manual of style' to ensure that the report conforms to the formal requirements of
report writing. All written reports are due by the beginning of the Immersion Weekend. Your
report may include a description of (1) the client system / presenting issue, (2) your entry and
contracting process, (3) diagnostic models and methods, (4) intervention findings and
conclusions and (5) what you have learned about planned change from doing the project. Your
grade on the team project report is a 'team grade' that will be assigned equally to all members of
the team unless otherwise determined by differences in evaluations by team members.
f. Develop an in-class written analysis of a comprehensive case.
Methods of Evaluation:
An evaluation for the course will be based on the following (as described above):
a) Write or present a personal case report
b & d) Develop written case analyses and correctly answer quiz questions
c) Contribute to / lead class discussions
e) Conduct, and report on, a team field project (including proposal)
f) Write an in-class case analysis
10%
25%
20%
25%
20%
100%
Final grading will be in accordance with the policies of the Marshall School of Business.
Your individual grade will depend on your personal and team performance
Academic Integrity is a critical value of the University Community. Integrity violations
destroy the fabric of a learning community and the spirit of inquiry that is vial to the
effectiveness of the university. Academic integrity policies, the description of prohibited
behavior, and the appropriate sanctions are described in SCAMPUS.
Students with Disabilities
Any student requesting academic accommodations based on a disability is
required to register with Disability Services and Programs (DSP) each semester.
A letter of verification for approved accommodations can be obtained from DSP.
Please be sure the letter is delivered to me as early in the semester as possible.
DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday.
The phone number for DSP is (213) 740-0776.
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Class Component on Cultural & Ethical Issues:
Individual cases and readings from the tests and handout materials focus on these issues. Also,
one single class session will be specifically allocated to address ethical issues in the professional
practice area of organizational development and change.
Guest Lecturers on Related Change Issues:
Guest lectures by practicing change agents, facilitators and development personnel will be
invited throughout the semester to provide information relevant to the professional practice area
of organizational development and change. These discussions will be scheduled as possible.
Reading List:
Required:
Cummings, Thomas G. & Christopher G. Worley (C & W). Organization Development and
Change. 9th ed., West Publishing Co.: Minneapolis/St. Paul, 2008.
Additional References:
Additional references will be developed during the semester as a portion of participant class
preparation.
EXPERIENTIAL LEARNING CENTER DATES
Please note the schedule of classes (summarized below) to be conducted in one of the two
Business School Experiential Learning Centers. BRI indicates the session will be held in the
Bridge Hall ELC and JKP indicates that the session will be held in Popovich Hall as follows:
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MOR 463
Course Assignments
Dates of
Topic & Assignment
Other Comments
Jan 11
Jan 13
Course Introduction
- Defining objectives for the course
- Setting a schedule and expectations
- Describing Organizational Development
- Introductions
- Buy Text
Jan 18/20
Planned Change and the OD Practitioner
- Framework(s) for analyses of situations and cases
- Understanding ethical issues
- Begin to form project teams
- Managing ethical dilemmas
Assignments for the week:
C & W: Chapter 1
C & W: Chapters 2 and 3 to the end of page 61
Case: To Be Distributed
Jan 27
Ethics & OD
Jan 29 ELC1 (An applied case analysis, GSP, will be conducted in the ELC on TH)
- Changing as a system
- Form project teams
- Identifying differences between practitioners
- Analysis of case due
- Comparing OD change agents with general
- Discuss personal case report
consultant’s
presentations
Assignments for the week:
C & W: Chapter 3, p 61 – 67
“Ethics: An Overview” – to be posted on Blackboard
Feb 1
Feb 3
Entering, Contracting & Diagnosing (possible Client Presentations this week)
- Marketing your skills
- Pricing and fee setting
- Analyses of cases due
- Writing a winning proposal
Assignments for the week:
C & W: Chapters 4 – 6 and look ahead at Chapters 7 & 8
Case: Sunflower Incorporated (p 239)
Case: Siemens Nixdorf (A) (p 247)
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Feb 8
Collecting, Analyzing and Feeding Back Diagnostic Information
Teams May Meet to Debrief Team Building Experience and Work on
Clarifying and Getting Started on Client Project
- Collecting data methods and Sharing information
- Practicing data gathering/interviewing skills
Assignment for the day:
C & W: Chapters 7 & 8
Case: Peppercorn (p 217) and/or
Work in teams on Client Project
Feb 10 ELC2 (An applied case analysis, Dega, will be conducted in the ELC on TH)
Feb11
Team Building for Immersion Weekend – NOTE: FRIDAY SESSION
Fri 9-4
Feb 15
Designing Interventions & Managing Change
- Developing internal support
- Managing the transition
- Analyses of cases due
- Continue project
team meetings
Assignments for the day:
C & W: Chapters 9 – 11
Case: PolyProd (p 241)
Feb 17 ELC3 (An applied case analysis, Omega/Roxboro, may be conducted in the ELC on TH)
Feb 22 ELC4 Interpersonal and Group Process and Organization Process Interventions
(An applied case analysis, Kenworth, may be conducted in the ELC on TH)
- Critiquing client proposals
Case: Kenworth Motors (p 212)
Feb 24
Mar 1/3
- Interpersonal, group and organization processes
Assignments for the day:
- Prepare initial client proposal
C & W: Chapters 12 & 13
Case: Lincoln Hospital (p 297)
Case: Ben & Jerry’s (p 304)
Techno-structural Interventions
- Restructuring of organizations
- Involving employees in the process of change
- Designing jobs
- Analyses of cases due
- Client proposal due
- Analyses of cases due
Assignments for the week:
Prepare final client proposal
C & W: Chapters 14 – 16
Cases: City of Carlsbad (p 405) and C&S Grocers (p 408)
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Mar 8
Teams Prepare for Immersion Weekend
Assignment for the day:
Work in teams on Client Project
Mar 10 ELC5 Human Resource Management Interventions – People / Performance Issues
An applied case analysis, Wellington, will be conducted in the ELC on TH)
Assignment for the day:
Bring written progress summary report on Client Project to class
Mar 15/17
Spring Break – ENJOY!
Mar 22
Teams Prepare for Immersion Weekend and / or Personal Case Presentation
Assignment for the day:
Work in teams on Client Project
TBD: Presentations and discussion of personal reports
Mar 24
Human Resource Management Interventions continued
- Addressing people and performance issues con’t - Analyses of cases due
Assignments for the day:
C & W: Chapters 17 - 19
Case: Employee Benefits at HealthCo (p 492)
Case: Sharpe BMW (p 497)
Mar 29
See 4/5
Teams Prepare for Immersion Weekend and / or Personal Case Presentation
Assignment for the day:
Work in teams on Client Project
TBD: Presentations and discussion of personal reports
Mar 31 ELC6 Strategic Change; Specific Applications of OD
(An applied case exercise, Rondell, will be conducted in the ELC on TH)
Case: Rondell – to be distributed
Apr 5
Strategic Change; Specific Applications of OD - continued (note: this session
may be moved to 3/30 to allow for teams to meet with clients)
- Understanding organization & environment
- Analysis of case due
- Transforming organizations
- Understanding specific application change strategies
Assignments for the day:
C & W: Chapters 20-22
Cases: Fourwinds Marina (p 586) and Leading Change at DaVita (p 597)
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Apr 7
Applications in Global Settings (note: this session may be moved - likely to
4/12 - to allow for teams to meet with clients)
- Developing change strategies in a world market - Analysis of case due
- Understanding specific application change strategies
Assignments for the day:
C & W: Chapter 23 & 24
Case: B. R. Richardson Timber Products Corporation (p 712)
Apr 12
Future Directions in Leading Change
- Change Leadership in the future
- Analyses of cases due
Assignments for the day:
C & W: Chapter 25
Case: Building the Cuyahoga River Valley Organization (p 728)
Case: Black & Decker Int’l (p 738)
TBD: Presentations and discussion of personal reports
Apr 14 ELC7 Strategic Change continued; Specific Applications of OD
(An applied case exercise, Informatics, will be conducted in the ELC on TH)
- Understanding public sector / specific application change strategies
Assignments for the day:
Case: Informatics (handout)
Apr 19
In-Class Comprehensive Case Analysis
Assignment for the day:
Review for Comprehensive Case Analysis
Work on personal paper
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Apr 21 ELC8 In-Class Comprehensive Case Analysis Debriefing
Apr 22
Friday
Immersion Weekend Presentations
Please refer to the description of this activity / assignment later in the syllabus
- Team papers due
Presentations to Immersion Weekend Project Clients
Assignments for the day:
Complete team project presentations and reports
Apr 26/28
Personal Case and / or Immersion Weekend related assignments (TBD)
(ELC on 4/26 TBD)
- Personal reports due
Assignment for the week:
Complete personal case reports
TBD: Presentations and discussion of personal reports
MOR 463 Course Notes
1. The course schedule is subject to change depending on pace of class. It is the collective
responsibility of all class members to take note of any course changes to the syllabus as well
as to assist the course to move at an acceptable pace. Please periodically check Outlook for
messages and / or presentation materials.
2. Additional cases will be distributed/made available for purchase depending on interest and
time.
3. Attendance is very important to your performance in this course. Therefore, after the 2nd
non-excused absence, each additional absence will result in a reduction of 1/3 grade per
absence.
4. Your participation will be assessed using the attached behavior anchor rating scale.
5. School policy and guidelines require that you have your laptops closed during class and
you turn off other electronic devices and phones. All cell phones must be turned off
before the start of class; no text messaging is allowed during class.
All phones should be off the desktop and out of view.
With prior approval, computers may used only for note taking; no internet surfing
or working on other documents or e-mail is allowed. Students will be excused from class
for violation and the class session will be counted as an absence.
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MOR 463
Team Field Project
This major field project requires that you identify a client (Immersion Weekend) project
and conduct an intervention in, or provide an analysis for, that client's organization. Its purpose
is to improve your change management skills through the actual performance of an engagement.
You are asked to work in teams of approximately four persons. Your team will identify a
potential client issue / problem, negotiate a defined engagement, enter the client system, gain
access to needed data and employees, diagnose the issues, and deliver a report with
recommendations intended to result in positive and lasting changes.
You should have your team formed and hold sufficient meetings to discuss and decide on
a potential client by the end of class as noted in the syllabus. The client should be secured
through a written proposal, a copy of which is due in class as noted in the syllabus. Work for the
client should begin not later than at that time.
Your client must be a responsible individual in an organization that has a developmental
or change management problem or opportunity or issue in need of study. Intervention topics can
range from values/work norm studies and recommendations, team development initiatives,
employee morale assessments and change efforts, organization and system change issues and so
forth. The project should be sufficiently focused so as to be complete within the limited time of
the course.
A ‘professional’ power point / oral presentation (with printed copies of slides) and /or a
written report will provide the basis for evaluation and feedback. More specifics regarding the
‘required deliverable’ that will be graded will be verbally discussed with the class as we near the
date of presentations near the end of the semester. Please see the schedule for the specific date.
It is anticipated that your client will attend your presentation. Your presentation may be
videotaped for later review and evaluation and/or to be provided to your client. The ‘average
oral report’ is approximately 30 minutes in length. Each member of the team needs to be a part
of the presentation. You should plan on preparing your presentation believing that your client is
the primary audience.
The power point slides for your presentation should be prepared in line with classroom
discussions regarding professional presentations. While the number of slides will vary
depending on the nature of your project, past team presentations are usually 15-20 slides. Each
presentation slide needs to include extensive comments included in the ‘notes pages’.
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MOR 463
Personal Case Report
In this required assignment, you should develop a case based on your own personal
experience. You are asked to reflect on any experience (social, working, etc.) you wish in which
a development / change process / activity occurred or should have occurred with a group of
persons. If you choose a social group, it could be one in which you participate(d) at USC (or
other university / school); such groups might include a fraternity, sorority, student housing,
student government, athletic team or other. If you choose an organization (perhaps where you
may have worked during the summer or as an intern), it can be profit or non-profit, public or
private sector, business or social or volunteer - essentially any organization as defined as a group
of people involved in activity to achieve an objective.
You are to reflect on your experience and seek to better understand your situation by
applying models, theory, concepts and the like. Your paper should be creative - you are invited
to take risks in your analysis of the development/change. You are encouraged to offer
suggestions as to what could have been done better.
You may want to consider addressing the following questions: What development /
change management skills did you apply well? In which skills were you deficient? Was this
what you expected at the outset? How have your views changed or remained the same about
managing change? What would you have to do to improve your skills? Use examples and
evidence from your experience to support your observations. Try to make it an honest
assessment that can be useful to you in the future.
Please develop and support your observations as if your paper were to be published in a
trade magazine on managing change. The paper must be typewritten, double-space, and is due
in class on the next to last class day. It should be 10-12 pages in length maximum. The style of
presentation and format is your own choice, though it should be interesting and readable. You
may wish to ask one other participant to read your completed paper and comment on it before
you submit it.
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MOR 463
Community Service Project – Immersion Weekend
The Community Service Project is an assignment that focuses on making a difference for
an organization (e.g., the Red Cross, American Heart Association, and Habitat for Humanity)
that provides services in our community (greater Los Angeles). You will be asked to work
in a team of 4 or so persons to provide assistance to one organization. Near the end of the
semester, each team will make a presentation to their client during a separate class session on
the next to last Friday of the class. (Please see the course schedule for the specific date.)
This assignment is supported in part with additional monies (from the Marshall School
and from the USC Volunteer Center of the Student Affairs Division of the University) for a
‘high ropes / low ropes’ learning experience. The schedule for this special learning
experience is the first Friday in February.
In addition to assisting a selected agency, group, or organization change, improve,
develop, or solve a problem, we will engage in ‘service-learning,’ a learning strategy that
links academic courses to the community and provides a mutual learning / change experience
for all parties. In this project, it is important to begin as “learners” rather than “experts” and
develop a mutually beneficial project experience for the “client” system and for us.
Initially and before and during the project assignment begins, we will spend time getting
oriented to the client system. We will then engage in some diagnosis or understanding of the
project or goals, plan an intervention, and develop a contract with the client system. We will
complete the organization intervention during which I ask that everyone reflect on the entire
experience to identify particular ‘lessons learned’. Finally, you will present your findings to
your client and others in the class.
In addition to increasing our ‘intervention’ skills, this service project will provide a strong
team development experience for everyone in the entire class. In this regard you will be
joined in this assignment by other teams of students enrolled in Professor Turrill’s ‘Teams
course’. Ultimately, you will gain substantial learning from collectively focusing on the
same target client system and working together to provide a meaningful contribution to the
community.
The immersion weekend project can be used as the basis for your Personal Case Report.
It is the purpose of this Report to focus on insights you’ve gained through your experience
and learning during the Community Service Project related to the course content and
objectives.
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Participation
Behavioral Anchor Rating Scale
Excellent Performance
-Initiates information relative to topics discussed
-Accurately exhibits knowledge of assignment content
-Clarifies points that others may not understand
-Shares personal experiences or opinions related to topic
-Offers relevant / succinct input to class
-Actively participates in simulations and class exercises
-Demonstrates ability to apply, analyze, evaluate & synthesize course material.
-Demonstrates willingness to attempt to answer unpopular questions
Good Performance
-Regularly participates in discussions
-Shares relevant information
-Gives feedback to classroom discussions
-Consistently demonstrates knowledge of reading assignments
-Demonstrates ability to analyze / apply course material
-Demonstrates willingness to attempt to answer questions
Fair / Average Performance
-Participates in group discussions when asked
-Demonstrates knowledge of course material
-Offers clear, concise, “good” information on class assignments
-Offers input, but tends to reiterate the intuitive
-Attends class regularly
Poor Performance
-Occasional input, often irrelevant, unrelated to topic
-Reluctant to share information
-Not following the flow of ideas
-Personal applications only
-Drains energy from the class
Unacceptable Performance
-Fails to participate even when specifically asked
-Gives no input to discussions
-Does not demonstrate knowledge of the readings
-Shows up to class: does nothing
-Distracts group / class
-Irrelevant discussion
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PEER EVALUATION FORM
Your
Class:____________ Name:____________
Team Identification: __________
Directions: Evaluate yourself and each of your team members on their contributions to the team using the rating categories
and competencies below. This evaluation is adopted with permission from an actual evaluation used by the Hallmark Corporation.
Rating Categories:
5 = this team member shows outstanding skills in this area and far exceeds expectations
4 = this team member performs strongly in this area, and consistently exceeds expectations
3 = this team member is competent in this skill meeting and, at times, exceeds expectations
2 = this team member meets many, but not all, of the expectations
1 = this team member fails to meet the expectations
Team members (include yourself):
A = ____________________________________
B = ____________________________________
C = ____________________________________
D = ____________________________________
E = ____________________________________
F = ____________________________________
G = ____________________________________
COMPETENCIES:
RATINGS
TEAM EFFECTIVENESS
1. Deals fairly and equitably with teammates and other people with whom the team
interacts.
2. Meets commitments reliably and on time.
3. Is committed to the team’s goals and objectives.
A
MOR 463
B
C
D
E
F
G
LEADERSHIP
1. Encourages the ideas of others
2. Motivates team members, particularly by offering praise
& encouragement when appropriate.
3. Shows initiative and helps the team succeed by volunteering
for assignments.
4. Provides leadership and vision to help the team develop
long-term direction.
A
B
C
D
E
F
G
COMMUNICATION
1. Provides others with honest, adequate and timely communication
2. Listens openly and effectively to other individuals
3. Is clear when communicating ideas, expectations, or needs.
A
B
C
D
E
F
G
INTERPERSONAL EFFECTIVENESS
1. Shows respect for ideas/suggestions of others.
2. Admits mistakes and is open to feedback on his/her decisions or actions.
3. Creates a climate in which others can feel comfortable and safe when surfacing concerns.
A
B
C
D
E
F
G
MANAGING CHANGE
1. Adapts easily to new situations and unexpected changes
2. Maintains a positive, constructive outlook
3. Continues to operate effectively during periods of high stress
4. Is willing to take appropriate risks.
A
B
C
D
E
F
G
PLANNING & EXECUTING
1. Develops logical plans, with specific objectives when needed to achieve goals.
2. Focuses effort on the most important task(s) at any given time.
3. Allows others an appropriate amount of time to complete related or supportive tasks.
4. Follows through effectively when a course of action is chosen.
5. Is persistent in overcoming obstacles when they arise.
A
B
C
D
E
F
G
MOR 463
PROBLEM SOLVING & DECISION MAKING
1. Takes initiative, not only to identify, but also to solve problems.
2. Involves appropriate individuals in seeking the best solution.
3. Finds imaginative, creative solutions to work-related problems when appropriate.
A
B
C
D
E
F
G
SUMMARY QUESTIONS:
1. Create an average score for each team member and yourself by summing the scores
on each of the competencies (by summing the scores and dividing by the number
of competencies you rated).
2. Provide your subjective overall evaluation for each team member.
This may of may not agree with the average score above.
A
B
C
D
E
F
G
In the matrix below, provide some summary comments that can be fed back to each of your team members:
Greatest strength
A=
B=
C=
D=
E=
F=
G=
Areas for improvement
A=
B=
C=
D=
E=
F=
G=
MOR 463