Faculty of Leadership, Counselor Education,
Human, and Organizational Development
Consulting in Education and Industry
HRD 870
3 Credit hours
Summer, 2012
This syllabus is subject to change at the discretion of the instructor.
Professor: Richard Ray
Office location: 601 Edburton Court, Hillsborough, NC 27278
Phone: Cell Phone: (301) 520-9184 Home Phone: (919) 768-0430
Email: RrayWsd@aol.com
Office hours: By appointment
Email response statement: I will respond to all email correspondence within 48 hours,
except on weekends.
The Mission of the Eugene T. Moore School of Education is to prepare caring and
capable professionals through intellectually engaging experiences in theory, method,
and research that connect them to the communities in which they live and serve. Our
Conceptual Framework summarizes what we expect our students to value, to know,
and to be able to do. Our conceptual framework six learner outcomes are caring
beliefs and actions, capable knowledge and practice, and connected communication
and integration.
http://www.clemson.edu/hehd/departments/education/about/framework.html
Commitment to Diversity:
The Eugene T. Moore School of Education is committed to providing all candidates with
purposeful, challenging, and diverse experiences. It is through a range of diverse,
carefully constructed, and challenging classroom-based instruction and field-based
experiences that candidates will recognize the inherent dignity and value of all
individuals, promote equity in education, and advocate on behalf of children, families,
and communities.
Course prerequisite: HRD 830
Course description:
Theory and practice of external and internal consulting practices in human resource
development (HRD) programs; dynamics of a professional helping relationship; methods
and techniques for initiating and terminating consulting relationships; diagnosing client
situations; identification, selection and implementation of alternative problem solutions;
evaluation of professional consulting relationships.
Objectives:
A. To acquire a functional philosophy regarding the relationship between both internal
and external consulting and the overall HRD process. (CF Learner Outcomes:
Knowledge, Practice, Integration)
B. To develop an understanding of who performs internal consulting practices within an
organizational structure. (CF Learner Outcomes: Knowledge, Practice,
Communication)
C. To acquire an understanding of the importance of possessing technical skills, interpersonal
skills, and consulting skills which can effectively be integrated into professional working
situations. (CF Learner Outcomes: Knowledge, Practice, Communication)
D. To identify and describe the assumptions, goals, and roles upon which the consulting
process is established. (CF Learner Outcomes: Action, Knowledge, Practice,
Integration)
E. To acquire an understanding of the importance of being authentic and results-oriented
to the overall consulting process. (CF Learner Outcomes: Knowledge, Practice,
Communication)
F. To develop an understanding of contracting procedures and processes. (CF Learner
Outcomes: Knowledge, Practice, Integration)
G. To acquire an understanding of techniques that can be used to overcome emotional resistance.
(CF Learner Outcomes: Knowledge, Practice, Integration)
H. To develop an understanding of the concepts of diagnosing and to be able to mobilize
action on a problem. (CF Learner Outcomes: Knowledge, Practice, Integration)
I. To identify and describe methods that can be used to gather data in the consulting
process. (CF Learner Outcomes: Knowledge, Practice, Communication)
J. To develop an understanding of how to prepare for and conduct feedback meetings.
(CF Learner Outcomes: Knowledge, Practice, Communication)
K. To acquire an understanding of how to make quality decisions. (CF Learner Outcomes:
Knowledge, Practice, Integration)
L. To develop an understanding of ethical dilemmas and value guidelines. (CF Learner
Outcomes: Knowledge, Practice, Integration)
Required text/materials:
Block, Peter (2000). Flawless Consulting (2nd. Ed.). San Francisco, California: JosseyBass/Pfeiffer. ISBN 0-7879-4803-9
Hale, Judith. (2007) The Performance Consultant's Fieldbook. San Francisco, California:
Jossey-Bass. ISBN 7879-8534-1
Technology, equipment, or skills required:
Minimum technical requirements:
 Access to email and the Internet
 Blackboard System Requirements
o IE 8 is not a Blackboard Supported Browser at this time. We
recommend the use of IE 7, Firefox or Safari to avoid any
unknown issues.
o Windows Operating System and Browser
 Windows XP and Internet Explorer 6 or Internet
Explorer 7 or Netscape 8.0 or Firefox 2.0
 Windows Vista and Internet Explorer 7 or Netscape 7.1
or Firefox 2.0
o Macintosh Operating System and Browsers
 Mac OS 10.2 and Safari 1.2
 Mac OS 10.4 and Safari 2 or Firefox 1.5
 Mac OS 10.5 and Safari 2 or Safari 3
o Browser Plugins
 Java 1.5 on PC
 Java 1.5 ( Mac OS 10.4, Tiger) or higher (MAC OS
10.5, Leopard )
 Current version of an operating system, a word processing package, a
spreadsheet package, presentation software, and the Adobe Flash
Player (www.adobe.com/downloads )
 Microphone for web conferences; the web camera is optional
 Since this course involves sending and receiving large files of
information and meeting online, you will find that a high speed
Internet connection is advantageous.
Time Commitment and Weekly Interactions Requirements
To be successful in this online course, you must be willing to allocate
sufficient time to access course materials, participate in online classes and
discussion groups, and complete all of the assignments. Similar to
traditional classroom courses, you will interact with the content, your
teacher, and your classmates on at least a weekly basis through course
assignments, asynchronous discussion, and synchronous meetings as
indicated in this syllabus. During this course, you should plan on
scheduling 12 to 15 hours per week.
Attendance policy:
Students at Clemson are expected to wait 15 minutes if an instructor is late.
Regular and punctual attendance is desired of each student. However, students will be
permitted one class absence per semester hour of class. For example, in a three-credit
course a student will be allowed three class hours of absence during the semester without
penalty. However, it is the student’s responsibility to make up any class work missed
during the absence. (In class that meets twice a week this means two absences). After the
maximum number of absences are reached, the instructor will either request that the
Registrar drop the student from the course or lower the final grade one letter for each
subsequent absence beyond the maximum. In this on-line course, you will interact with
the content, instructor and classmates on at least a weekly basis through course
assignments, asynchronous discussions and/or synchronous sessions as indicated in the
class syllabus.
Evaluation/Grading policy:
All projects must be completed and presented on the date they are due and all online tests
must be completed by the last day of the course.
Activity
Pre-Test
Test #1
Test #2
Test #3
Final Exam
Paper & Presentation
Participation
Grading Scale:
A = 94 - 100
B = 87 - 93
C = 80 - 86
D = 70 - 79
F= <70
Possible Points
2 extra points added to your final grade course.
100
100
100
100
400
200
Academic Integrity Policy
"As members of the Clemson University community, we have inherited Thomas Green
Clemson’s vision of this institution as a ‘high seminary of learning.’ Fundamental to this
vision is a mutual commitment to truthfulness, honor, and responsibility, without which
we cannot earn the trust and respect of others. Furthermore, we recognize that academic
dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate
lying, cheating, or stealing in any form." Please refer to the “Academic Integrity Policy”
on the ETM School of Education Website
(http://www.clemson.edu/ugs/academic_integrity/index.html)
If you have a documented disability that requires accommodation, you must notify the
professor in writing during the first week of classes. "It is University policy to provide, on
a flexible and individualized basis, reasonable accommodations to students who have
disabilities. Students are encouraged to contact Student Disability Services to discuss
their individual needs for accommodation."
Please Note: Products from your work in this class may be included as evidence in the
School of Education Assessment System.
Accommodations for Students with Disabilities:
Student Disability Services coordinates the provision of reasonable accommodations for
students with physical, emotional, or learning disabilities. Accommodations are
individualized, flexible, and confidential based on the nature of the disability and the
academic environment in compliance with Section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990.
Students are encouraged to consult with the Disability Services staff early in the semester,
preferably prior to the first day of class.
Current documentation of a specific disability from a licensed professional is needed.
Additional information or appointments are available from Student Disability Services,
G-23 Redfern Health Center, 656-6848. Details on policies and procedures are available
at www.clemson.edu/ads.
If you have a documented disability that requires accommodation, you must notify the
professor in writing during the first week of classes. "It is University policy to provide,
on a flexible and individualized basis, reasonable accommodations to students who have
disabilities. Students are encouraged to contact Student Disability Services to discuss
their individual needs for accommodation."
Navigating the Course
Getting Started
The electronic classrooms for this course are located in Blackboard and Adobe
Acrobat Connect. To gain access to the course you need your Clemson Student ID
(username) and password.
Blackboard
1. Open your Internet browser to the Clemson University home page at
www.clemson.edu
2. Select the URL of http://bblearn.clemson.edu and press Enter
3. Login with your Clemson University Username and Password
4. The Welcome page will list your current courses
5. Select this course and enter the Blackboard classroom
The Blackboard Classrooms
Announcements
Course announcements
Course Documents
Syllabus, Course Materials, Presentations, Recordings
Groups
Group pages for teams
Discussion Boards
Discussion Forums
Communications
Staff Information
Sending email messages, Discussion Boards, Group Pages, Chat Rooms,
Roster, Calendar
Contact information for teachers and resource people
Tools
Grades, Course Evaluation, User Manual
Content Collection Tab
Library E-Reserves (under Institution Content)
Acrobat Connect
1. Open your Internet browser
2. Adobe Connect URL for this course:
Ray – [Update]
3. Select the option to Enter as a Student or Visitor
4. Enter your name and click on the Enter Room button
The Acrobat Connect Classrooms
Camera and Voice
Web Cam pictures
Microphone controls
Chat
Attendee, presenter, and host
comments and discussions
Attendee List
List of attendees
Note
Notes
Share
Power Point presentation
Shared Documents
Poll
Question and multiple choice
answers
Communicating Electronically
Netiquette Expectations
Always practice Internet Etiquette when communicating electronically. The
purpose of communicating electronically in an online course is to share
information.
 Be respectful of other participants, their time, their bandwidth, and their
opinions.
 Remember that you are communicating with people who do not have the
advantage of seeing your body language or hearing your voice inflections,
and who may interpret your message differently than you intended.
o Using all caps may be interpreted as shouting.
o Use humor and sarcasm carefully (we can’t see the twinkle in your
eye); add emoticons to provide a visual representation of your
intent.
o Keep your critiques constructive; antagonistic criticism is called
“flaming” and may cause an unwanted reaction.
 Remember that you are judged by the quality of your writing.
o Spelling and grammar do count.
o Be coherent and succinct.
o Don’t plagiarize; respect copyrights.
o Don’t depend on a single source when contributing new
information from external resources.
o Be professional.
Sending and Receiving email
The instructor(s) will respond to all inquiries, questions, and other electronic
correspondence within a timely, but not necessarily immediate, manner. Most
electronic communications will be answered within 48 hours. All email messages
from the instructor(s) will be sent to the student’s Clemson University email
address. To avoid having your message mistakenly identified as SPAM, please
identify the course in the subject line HRD 870.
Synchronous Meetings
Students are expected to participate in the weekly synchronous meetings. Each
class will be facilitated by the instructor and include student presentations. All
students are expected to actively participate in class discussions.
The schedule for synchronous classes will be:
HRD 870, 5:30-7:00 T-Th
HRD 870, 7:00-8:30 T-Th
and will be facilitated through the Adobe Acrobat Connect software. Each class
will be at least one hour in length. The only software requirement is the Adobe
Flash Player available at no cost at www.adobe.com/downloads. Students will
need a microphone or a headset with a microphone to participate in class
discussions and for making presentations. Meetings will be recorded for later
review.
The Internet URL for this course is: [Update]
If you have difficulty connecting to the meeting, contact your instructor.
All assigned readings must be completed before the meeting.
Individual Assignments & Projects
Focus:
Your paper should center around:
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A specific consulting strategy or tactic.
A specific consulting instrument or tool.
Contrast and compare consulting strategies, tactics, instruments or tools.
Explore a current philosophy or compare and contrast several philosophies of
consulting.
Develop a biography of a a consulting "pioneer."
Develop a series of biographies of those persons who have contributed to a school
or thought.
Conduct a series of interviews with practitioners on a consulting issue or topic.
Deliverables:
Unless otherwise approved by the instructor you must submit and perform the following:
Your paper must:
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10+ pages in length (excluding Title page)
Use 12 point Courier type
1" margins all round
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Double spaced
Graphs, tables, and other supplemental materials may be included at the end of
the paper in an appendix. All supplemental materials will not be considered as
part of the body of the paper which must be at least 10 pages in length.
Conform to APA (American Psychological Association) style and format
requirements.
Be e-mailed as a Word document attachment before the 7th session of the class to
each member of the class.
Discussed during the 8th session class.
Your presentation must:

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Be presented in a professional manner
Be based upon your paper
Be supplemented with Power Point slides
Bibliography:
Albert, K. J. (1978). How to Be Your Own Management Consultant. New York:
McGraw Hill.
Arredondo, L. (1991). How to Present Like a Pro-Getting People to See Things Your
Way. New York: McGraw-Hill.
Barcus, S. W. & Wilkinson, J. W. (Eds.). (1986). Handbook of Management Consulting
Services. New York: McGraw-Hill.
Beckhard, R. (1971). The Leader Looks at the Consultative Process (rev.ed.) Falls Church,
VA: Leadership Resources.
Bell, C. R. (1985). Diagnosis: Frameworks for Consultants. Houston: Gulf Publishing.
Bell, C. R., & Nadler, L. (1979). Clients & Consultants (2nd ed.). Houston: Gulf Publishing.
Blake, R. R., & Mouton, J. S. (1976). Consultation (2nd ed.). Reading, MA: Addison-Wesley.
Carkhuff, R. R. (1985). Productive Problem Solving. Amherst, MA: Human Resource
Development Press.
Carkhuff, R. R. (1985). Productive Program Development. Amherst, MA: Human Resource
Development Press.
Cohen, W. A. (1986). How to Make It Big as a Consultant. Saranac Lake, NY: AMACOM
Publishing.
Connor, R. A., & Davisdon, J. P. (1985). Marketing Your Consulting and Professional
Services. New York: John Wiley and Sons.
Deal, T. E., & Kennedy, A. A. (1985). Corporate Cultures: The Rites and Rituals of Corporate
Life. Reading, MA: Addison-Wesley.
Dyer, W. G. (1982). Contemporary Issues in Management and Organizational
Development. Reading, MA: Addison-Wesley.
Gallessich, J. (1983). The Profession and Practice of Consultation. San Francisco: Jossey-Bass.
Gildewell, J.C. (Ed.). (1987). Corporate Cultures: Research Implications for Human Resource
Development. Alexandria, VA: American Society for Training and Development.
Goodstein, L.D. (1978). Consulting with Human Service Systems. Reading, MA: AddisonWesley.
Greiner, L. E., & Metzger, R. O. (1983). Consulting to Management: Insights to Building and
Managing a Successful Practice. Englewood Cliffs, NJ: Prentice-Hall.
Havelock, R. G. (1973). The Change Agents’ Guide to Innovation in Education. Englewood
Cliffs, NJ: Educational Technology Publications.
Kaufman, R., & Stone, B. (1984). Planning for Organizational Success: A Practical Guide. New
York: John Wiley and Sons.
Kelley, R. E. (1981). Consulting: The Complete Guide to a Profitable Career. New York:
Charles Scribner’s.
Kubr, M. (Ed.). (1983). Management Consulting: A Guide to the Profession (2nd
ed.). Washington, DC: International Labor Office.
Lant, J. L. (1981). The Consultant’s Kit: Establishing and Operating Your Successful
Consulting Business. Cambridge, MA: Jeffrey Lant Associates.
Lee, R. J. & Freedman, A. M. (Eds.). (1985). Consultation Skills Reading. San Diego, CA:
University Associates.
Lippitt, G. L. (1982). Organizational Renewal. Englewood Cliffs, NJ: Prentice-Hall.
Lippitt, G. L. , Langseth, P. & Mossop, J. (1985). Implementing Organizational Change. San
Francisco: Jossey-Bass.
Lippitt, G., & Lippitt, R. (1981). Systems Thinking: A Resource for Organization Diagnosis and
Intervention. Bethesda, MD: International Consultants Foundation.
Lippitt, G., & Lippitt, R. (1986). The Consulting Process in Action (2nd ed.). San Diego,
CA: University Associates.
Metzger, R. O. (1989). Profitable Consulting. Reading, MA: Addison-Wesley.
Pfeiffer, J. W. (Ed.). (1986). Strategic Planning: Selected Readings. San Diego, CA: University
Associates.
Other Resources:
Advising
You are assigned to an adviser upon admission into the program. Regular interactions
with your adviser will make your academic journey more efficient and effective.
Questions about your adviser should be directed to your academic area office.
Financial Aid
http://virtual.clemson.edu/groups/finaid/
This link provides you with information about financial aid opportunities.
Graduate School Information
http://www.grad.clemson.edu/
The Graduate School web pages include current policies, procedures, calendars, and
related forms.
Help with Technology
http://www.clemson.edu/ccit/support_services/
The CCIT Help Desk is available by telephone (864-656-3594) or email
(ITHelp@clemson.edu). Check the web site for available hours.
Assistance with Blackboard or Acrobat Connect may also be available through the CCIT
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Library Services
http://www.lib.clemson.edu/
The library web pages connect you to the many services and resources provided for
Clemson University students, including online databases, e-journals, electronic books,
interlibrary loan, etc.
Library Distance Education Services
http://www.lib.clemson.edu/distance/index.htm
The library distance education web pages connect you with services designed specifically
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Registrar’s Office
http://www.registrar.clemson.edu/
The Registrar’s Office web site provides you with information about course schedules,
registration, calendars, tuition fees, and grades.
Searching the Net
http://www.lib.clemson.edu/qr/internet.htm
Online courses frequently require you to search for resources on the Internet. The large
numbers of indexes, search engines, and web pages require navigation skills. The library
has prepared a guide for you at this web site.
Student Disability Services
http://www.clemson.edu/sds/
Clemson University is committed to providing educational opportunities for all students
and assisting them in making their college experience successful and positive. In
compliance with Section 504 of the Rehabilitation Act of 1973, and the Americans with
Disabilities Act of 1990, Clemson University recognizes a student with a disability as
anyone who has a physical or mental impairment that substantially limits one or more
major life activity. SDS coordinates the provision of reasonable accommodations for
students with disabilities. All reasonable accommodations are individualized, flexible,
and confidential based on the nature of the disability and the academic environment.
If you have a disability that may impair your participation in this course, you need to
notify the course instructor and the Office of Student Disability Services before the
course begins. This web site describes the available services, policies, and procedures.
Textbooks
http://whywaitforbooks.com
Textbooks may be ordered from the Clemson University Bookstore or any of the other
sources available on the Internet.
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This website searches 100 bookstores and offers a price comparison of textbooks by
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VA Educational Benefits
http://www.registrar.clemson.edu/html/veteran.htm
This link provides you with information about the Veterans Administration Education
Benefit program at Clemson University.
Some of the materials used in this course are copyrighted. They are intended for use only
by students registered and enrolled in this course and only for the instructional activities
associated with and for the duration of this course. They may not be retained in another
medium or disseminated further. They are provided in compliance with the provisions of
the Teach Act. Students should be reminded to refer to the Use of Copyrighted Materials
and “Fair Use Guidelines” policy at http://www.lib.clemson.edu/copyright/.
Clemson University is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097;
telephone number 404-679-4501).
This syllabus is subject to change/improvement as needed.
The most current version is posted in Blackboard.