Social Work 669 Section #60439

Managing Change and Organization Development

3 Units

Spring 2013

Instructor: Jon Simon Sager, PhD, Clinical Associate Professor E-Mail: [email protected] Course Day: Thursday Telephone: (213) 740-8003 Course Time: 4:10 pm - 7:00 pm Office: MRF 333 Course Location: WPH B30 Office Hours: Thursday 3:00 pm - 4:00 pm and 10:00 pm - 11:30 pm Saturday at City Center 12:00 pm - 1:00 pm and 4:30 pm - 5:00 pm And by appointment (Be sure to see me about the Saturday dates when I will be holding office hours)

I. COURSE PREREQUISITES

SOWK 503, SOWK 505, SOWK 534, & SOWK 535

II. CATALOGUE DESCRIPTION

Conceptual framework and practical skills needed to design, implement and evaluate effective change an d organization development programs.

III. COURSE DESCRIPTION

This course is designed to provide students with a conceptual framework addressing the strategic importa nce of managing change and organization development (OD) in various agencies, human service organiz ations, community organizations and other settings. Uncertainty, complexity and rapidly changing organiz ational environments create the necessity for organizations to respond to and effectively deal with turbule nce and instability. The capability of an organization's human resources to adapt to such conditions, adop t and successfully use new practices, technologies and develop ways of performing organizational tasks i s vital to proactive and sustainable human service organizations. Managing change and OD are essential to these processes.

The management of change and organizational development is a dynamic process. This course focuses on understanding how to plan and implement change in various organizations and other settings. Effectiv e change management and OD maximize the congruence between an organization's mission, goals, strat egies, environment, technology, structure, processes, people, culture and reward systems. Managing suc

SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 1 of 24 cessful change requires an understanding of the systemic interrelationships among these factors and how changes in one affect another. Within the context of this organizational complexity, students will examine t he role of change agents at various levels of the organization and the integrative competencies and interp ersonal skills required of individuals who initiate, manage and are affected by change. Managing change and OD is also a sense making and creative process; it requires the ability to discern new patterns and rel ationships both inside and outside the organization as well as openness to new ideas and possibilities.

This course is designed to provide students with both the conceptual framework and the practical skills ne eded to design, implement and evaluate effective change and OD programs. Creating effective change an d OD programs for organizations begins with a diagnosis and assessment of the needs in the context of t he organization's strategy. This also entails an analysis of the organization’s human resources, culture, or ganizational design and structure among other things. Once assessed and analyzed, the task becomes to design and develop interventions to achieve change and OD objectives. To accomplish the objectives als o requires an understanding of: a) the roles of change agent(s)--internal and/or external change manage ment or OD consultants, b) the importance of the political, cultural and technological contexts, and c) the effective development of customized change and OD intervention strategies as well as the familiarity with and ability to use and adapt existing techniques for effecting change.

The course will be taught from the perspective that students will one day be a stakeholder involved in som e aspect of managing change and OD, whether as an employee, manager, or internal or external consulta nt delivering (or creating, or enabling) programs for organizational clients. This practical orientation drives the structure of the course which will involve experiencing not only the stages and activities of change ma nagement and OD, but includes exposure to the various tools, techniques and approaches that profession al change management and OD specialist’s use. Some of this will involve actual participation in change a nd OD activities the instructor has used in his professional practice. Students will also become familiar wit h some of the most frequently used and popular interventions utilized by organizations as they embark up on the 21st century. Students will also learn how to obtain change management and organization develop ment materials, as well as customize materials for particular organizational change and development purp oses.

IV. COURSE OBJECTIVES

The Managing Change and Organization Development course (SOWK 669) will:

Objective # Objectives 1 To apply theories and perspectives concerning managing change and organization development in the context of human service organizations, diverse community settings and large and small systems. 2 To assess the need for organizational change and OD interventions and be able to formulate strategies and tactics for organizational change and OD interventions. 3 To identify the dynamics and issues in implementing and executing a change strategy or OD intervention in complex, diverse and multicultural environments as well as the challenges of developing learning and high reliability organizations that maximize the ability of the organization to effectively adapt to and cope with changing and turbulent environments. 4 To understand the challenges for Organization development specialists and change agents at different levels of, and in different relationships to, the agency or human service organization. 5 Students will demonstrate competency in applying principles of managing change and organization development to human service organizations and social systems at all levels of practice.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 2 of 24 V. COURSE FORMAT / INSTRUCTIONAL METHODS

Lectures, experiential exercises, role plays, videos, power-point presentations, overheads, instrumentatio n and guest lectures (if available) will comprise the delivery format for the course. The course will be taug ht from the perspective that students will one day be a stakeholder involved in some aspect of managing change and OD, whether as an employee, manager, or internal or external consultant delivering (or creati ng, or enabling) programs for organizational clients. This practical orientation drives the structure of the co urse, which will involve experiencing not only the stages and activities of change management and OD, b ut includes exposure to the various tools, techniques and approaches that professional change managem ent and OD specialists use. Some of this will involve actual participation in change and OD activities the i nstructor has used in his professional practice. Students will also become familiar with some of the most fr equently used and popular interventions employed by corporations as they enter the 21st century. Studen ts will also learn how to obtain change management and organization development materials, as well as c ustomize materials for particular change and organization development strategies.

My lectures are designed to supplement and go beyond the assigned readings. I will be glad to answer qu estions about the readings, but expect my lectures to extend, provide insight and describe actual example s of the application of concepts covered in the readings and lectures.

Last, we will be flexible. Although I intend to follow the structure of the syllabus and course outline, like an y good change agent and OD practitioner we will change and adjust in order to conduct deeper exploratio ns of pertinent topics, accommodate the schedules of speakers, the access of videos and other equipmen t and so forth.

VI. STUDENT LEARNING OUTCOMES

Student learning for this course relates to one or more of the following ten social work core competencies:

Course Social Work Core Competencies SOWK 669 Objective 1 Professional Identity 4,5 2 Ethical Practice 4 3 Critical Thinking 1,2,3,4 4 Diversity in Practice * 1,3,4,5 5 Human Rights & Justice 5 6 Research Based Practice 2,3 7 Human Behavior 2,3,4 8 Policy Practice 9 Practice Contexts 1,2,3 10 Engage, Assess, Intervene, Evaluate 1,2,3 * Highlighted in this course

The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 3 of 24 Competencies/ Knowledge, Values, Skills Student Learning Outcomes Method of Assessment Professional Identity―Identify as a 1. Advocate for client access to Assignment 1 professional social worker and conduct the services of social work. oneself accordingly. 2. Practice personal reflection Social workers competent in Professional and self-correction to ensure Identity: continual professional development. . Serve as representatives of the 3. Attend to professional roles Assignment 3 profession, its mission, and its core and boundaries. values. 4. Demonstrate professional . Know the profession’s history. demeanor in behavior, . Commit themselves to the profession’s appearance, and enhancement and to their own communication. professional conduct and growth. 5. Engage in career-long learning. 6. Use supervision and Assignment 1,2 &3 consultation.

Ethical Practice―Apply social work 7. Recognize and manage Assignment 3 ethical principles to guide professional personal values in a way that practice. allows professional values to guide practice. Social workers competent in Ethical Practice: 8. Make ethical decisions by Assignment 3 applying standards of the . Fulfill their obligation to conduct National Association of themselves ethically and to engage in Social Workers Code of ethical decision-making. Ethics. . Are knowledgeable about the value 9. Tolerate ambiguity in Assignment 1, 2 & 3 base of the profession, its ethical resolving ethical conflicts. standards, and relevant law. 10. Apply strategies of ethical Assignment 2 & 3 reasoning to arrive at principled decisions.

Critical Thinking―Apply critical thinking 11. Distinguish, appraise, and Assignment 1, 2 & 3 to inform and communicate professional integrate multiple sources of judgments. knowledge, including research-based knowledge, Social workers competent in Critical and practice wisdom. Thinking: 12. Analyze models of Assignment 1, 2 & 3 . Are knowledgeable about the principles assessment, prevention, of logic, scientific inquiry, and reasoned intervention, and evaluation. discernment. 13. Demonstrate effective oral . Use critical thinking augmented by and written communication in creativity and curiosity. working with individuals, . Understand that critical thinking also families, groups, requires the synthesis and organizations, communities, communication of relevant information. and colleagues.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 4 of 24 Diversity in Practice―Engage diversity 14. Recognize the extent to Assignment 1, 2 & 3 and difference in practice. which a culture’s structures and values may oppress, Social workers competent in Diversity in marginalize, alienate, or Practice: create or enhance privilege . Understand how diversity characterizes and power. and shapes the human experience and 15. Gain sufficient self- Assignment 2 is critical to the formation of identity. awareness to eliminate the . Recognize that the dimensions of influence of personal biases diversity reflect intersectionality of and values in working with multiple factors including age, class, diverse groups. color, culture, disability, ethnicity, 16. Recognize and communicate Assignment 2 gender, gender identity and expression, understanding of the immigration status, political ideology, importance of difference in race, religion, sex, and sexual shaping life experiences. orientation. 17. View themselves as learners Assignment 2 & 3 . Appreciate that, as a consequence of and engage those with difference, a person’s life experiences whom they work as may include oppression, poverty, informants. marginalization, and alienation as well as privilege, power, and acclaim.

Human Rights & Justice―Advance 18. Understand the forms and Assignment 1, 2 & 3 human rights and social and economic mechanisms of oppression justice. and discrimination. 19. Advocate for human rights Assignment 1, 2 & 3 Social workers competent in Human Rights and social and economic & Justice: justice. . Acknowledge that each person, 20. Engage in practices that Assignment 1, 2 & 3 regardless of position in society, has advance social and basic human rights, such as freedom, economic justice. safety, privacy, an adequate standard of living, health care, and education. . Recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. . Incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 5 of 24 Research Based Practice―Engage in 21. Use practice experience to Assignment 2 & 3 research-informed practice and practice- inform scientific inquiry. informed research. 22. Use research evidence to Assignment 1, 2 & 3 Social workers competent in Research inform practice. Based Practice: . Use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. . Comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge.

Human Behavior―Apply knowledge of 23. Utilize conceptual Assignment 1, 2 & 3 human behavior and the social frameworks to guide the environment. processes of assessment, intervention, and evaluation. Social workers competent in Human Behavior: 24. Critique and apply Assignment 1, 2 & 3 knowledge to understand . Are knowledgeable about human person and environment. behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. . Apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development.

Policy Practice―Engage in policy 25. Analyze, formulate, and Assignment 1, 2 & 3 practice to advance social and economic advocate for policies that well-being and to deliver effective social advance social well-being. work services. 26. Collaborate with colleagues Assignment 1, 2 & 3 Social workers competent in Policy and clients for effective Practice: policy action. . Understand that policy affects service delivery, and they actively engage in policy practice. . Know the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 6 of 24 Practice Contexts―Respond to contexts 27. Continuously discover, Assignment 1, 2 & 3 that shape practice. appraise, and attend to changing locales, Social workers competent in Practice populations, scientific and Contexts: technological developments, . Are informed, resourceful, and proactive and emerging societal trends in responding to evolving organizational, to provide relevant services. community, and societal contexts at all 28. Provide leadership in Assignment 1, 2 & 3 levels of practice. promoting sustainable . Recognize that the context of practice is changes in service delivery dynamic, and use knowledge and skill to and practice to improve the respond proactively. quality of social services.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 7 of 24 Engage, Assess, Intervene, 29. Engagement: Assignment 1, 2 & 3 Evaluate―Engage, assess, intervene, and Substantively and affectively evaluate with individuals, families, groups, prepare for action with organizations and communities. individuals, families, groups, Social workers competent in the dynamic organizations, and and interactive processes of Engagement, communities. Assessment, Intervention, and Evaluation Use empathy and other apply the following knowledge and skills to interpersonal skills. practice with individuals, families, groups, organizations, and communities. Develop a mutually agreed- on focus of work and desired . Identifying, analyzing, and implementing outcomes. evidence-based interventions designed to achieve client goals 30. Assessment: Assignment 1, 2 & 3 . Using research and technological Collect, organize, and advances interpret client data. . Evaluating program outcomes and practice effectiveness Assess client strengths and . Developing, analyzing, advocating, and limitations. providing leadership for policies and Develop mutually agreed-on services intervention goals and . Promoting social and economic justice objectives. Select appropriate intervention strategies. 31. Intervention: Assignment 3 Initiate actions to achieve organizational goals. Implement prevention interventions that enhance client capacities. Help clients resolve problems. Negotiate, mediate, and advocate for clients. Facilitate transitions and endings. 32. Evaluation: Critically Assignment 3 analyze, monitor, and evaluate interventions.

VII. COURSE ASSIGNMENTS, DUE DATES & GRADING

% of Assignment Due Date Final Grade Assignment 1: Topic Proposal and Description of the setting. February 7 or 20% 14

Assignment 2: The Change Project Analysis March 14 or 21 30% Assignment 3: Final Analysis and Planned Change May 12 40% Intervention Class Participation Ongoing 10%

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 8 of 24 Each of the major assignments is described below.

Overview of Assignments

Students are to write several papers applying what they have learned about managing change in organiza tions and OD to a specific setting. You can plan a change intervention of limited or extensive scope depen ding on the setting and the problem or situation you are trying to change. You should use your field place ment or an organization or community setting which you are familiar with in order to plan a change interve ntion and implement it (you do not have to actually implement the change, though you are welcome to do so; but, I do not merely want a planned change with little or no attention to its implementation). The plann ed change or OD project drives the majority of the written work in the course. It is broken into three parts. The first is a proposal describing what you are contemplating changing, the target or recipients of change and the setting in which the change is situated. The second is the initial analysis and planning of the change; an important part of the second assignment is a force field analysis which describes the driving and restraining forces as they currently exist with respect to your change. The final paper includes a description of the problem and the setting, the complete force field analysis—which includes the initial state and then presents the strategy of unfreezing the initial state—and a detailed description of the proposed intervention to enact the change. I am open to team projects. The details of each assignment follows.

Assignment 1

The Organization or Community Change Intervention or OD Project Topic Proposal and Description of the setting.

The first assignment is to describe the problem or situation and/or target population you want to change and the setting in which the change or OD intervention will take place. The problem or situation should be clearly and fully explained and the setting—an organization, a part of an organization a community or locale—be described. Include the history and background of the problem or current circumstances as well as historical information relevant to the problem or setting. A description of the population affected by this change should be described. The reader of this proposal should be able to have a good understanding of the situation you are concerned about, the milieu in which it is located and the change in the situation or initial problem state the you are currently contemplating (i.e., your thinking on the initial goals for the change). The first paper will eventually be revised and become part of the final paper submitted at the end of the course. This will be discussed in class and more details provided.

Due: February, 7 or 14, 2013 (Units 4 or 5 )

This assignment relates to student learning outcome 1,6, 9, 11, 12, 14,18,, 19, 20, 22, 23, 24, 25, 26, 27, 28, 29, 30.

Assignment 2

The Change Project Analysis Including a Force Field Analysis (Initial State)

In this second paper, you are asked to provide your analytical and diagnostic work concerning the setting, the target population and the change. There are innumerable tools presented in the Cawsey et al.,(2012) text and others will be presented in class (e.g., the Organizational Diagnosis Questionnaire or ODQ which uses Weisbord’s six box model). We can discuss the particular types of analytical and diagnostic

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 9 of 24 tools that are particular appropriate for your project. Nonetheless, there should be some form of stakeholder analyses and you are required to present the first part of a force field analysis of the agency, problem or situation in which you desire to initiate change. The initial stage of the force field analysis includes identifying the driving and restraining forces at the present time and describing the various forces. The midterm paper is the prelude to the final paper. So, I will give you extensive feedback both in writing and in face to face consultation. Like the first paper, the revised second paper will become part of the final paper submitted at the end of the course. I will give you more information in class about this assi gnment as well as detailed written guidelines.

Due: March 14 or 21 (Unit 9 or one week prior to unit 10)

This assignment relates to student learning outcome 6, 9, 10, 11, 12, 14,15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30.

Assignment 3

The Completed Change Project Paper (Final)

The final assignment will incllude the revised first and second paper and picks-up where the second paper left off. In the second paper a number of analyses were presented including initial stage of the force field analysis. In the third paper you complete the force field analysis by identifying the various driving forces to be added or strengthend, deleted or weakend in order to unfreeze the situation and induce change. Bring all your analytical work to bear, in the third paper you will present you plan for the proposed change and/or intervention. The change strategy and/or the intervention must be tailored to the setting, situation or problem you wish to change. The change strategy and/or intervention can involve acti on research, change strategies that are custom developed from your analytical work, as well as extant O D interventions, such as survey feedback, appreciative inquiry, team building, six sigma and so forth. I will work with you individually to help craft your change intervention and suggest strategies and tactics to impl ement and induce change. I will give you more information in class about the final assignment and provid e you with detailed written guidelines.

Due: May 12, 2013

This assignment relates to student learning outcome 3, 6,7, 8, 9, 10, 11, 12, 14, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32.

Class Participation (10% of Course Grade)

Students are expected to attend and participate constructively in class activities and discussions. If you mi ss two classes, you may do a make-up through a written assignment; see me, if you desire this option.

Class grades will be based on the following:

Class Grades Final Grade 3.85 – 4 A 93 – 100 A 3.60 – 3.84 A- 90 – 92 A- 3.25 – 3.59 B+ 87 – 89 B+ 2.90 – 3.24 B 83 – 86 B 2.60 – 2.87 B- 80 – 82 B- 2.25 – 2.50 C+ 77 – 79 C+ 1.90 – 2.24 C 73 – 76 C 70 – 72 C-

USC School of Social Work Grading Standards

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 10 of 24 Within the School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School:

1) Grades of A or A- are reserved for student work which not only demonstrates very good mastery of con tent but which also shows that the student has undertaken a complex task, has applied critical thinking ski lls to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The di fference between these two grades would be determined by the degree to which these skills have demon strated by the student.

(2) A grade of B+ will be given to work which is judged to be very good. This grade denotes that a studen t has demonstrated a more-than-competent understanding of the material being tested in the assignment.

(3) A grade of B will be given to student work which meets the basic requirements of the assignment. It d enotes that the student has done adequate work on the assignment and meets basic course expectations.

(4) A grade of B- will denote that a student's performance was less than adequate on an assignment, refle cting only moderate grasp of content and/or expectations.

(5) A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or seve ral significant areas requiring improvement.

(6) Grades between C- to F will be applied to denote a failure to meet minimum standards, reflecting serio us deficiencies in all aspects of a student's performance on the assignment.

VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES

Required Textbooks

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Organizational change: An action-oriented toolkit (2nd. Ed.). Los Angeles, CA: Sage.

The ISBN I have for the second edition of the Cawsey et al (2012) text is: ISBN:978-1-4129-8285-6

Weisbord, M. R. (2004). Productive workplaces revisited: Dignity, meaning, and community in the 21st cen tury. San Francisco: Jossey-Bass.

The ISBN I have for this edition of the Weisbord (2004) text is: 0-7879-7117-0

Recommended Textbook

French, W. L., Bell, C. H., & Zawacki, R. A. (Eds.). (2005). Organization development and transformation: Managing effective change (6th ed.). Boston: Irwin McGraw-Hill.

Note: Additional required and recommended readings may be assigned by the instructor throughout the c ourse.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 11 of 24 Course Schedule―Detailed Description Unit 1: Introduction and Overview January 17, 2013 Topics Introduction to course Discussion of syllabus and graded assignments Course overview and focus on the challenges of managing change and OD Historical overview and assumptions about the nature of employee behavior and motivation Implications for managing change and OD

Required Readings

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Changing Organizations in Our Complex World. In Organizational change: An action-oriented toolkit (2nd. Ed, Chapter 1, pp. 1-39). Los Angeles, CA: Sage.

This Unit relates to course objective 1.

Unit 2: Assumptionsabout Human behavior and Motivation January 24, 2013 Topics The human relations, social, growth and development and complex-integrative assumptions about human performance in the work place Implications for managing change, OD and reinventing the organization The role of expectations, situational helplessness, and locus of control

This Unit relates to course objectives 1 & 3

Required Readings

Beckard, R. (2005). What is organizational development? In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., pp. 12- 15). Boston: Irwin McGraw-Hill.

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Change Frameworks for Organizational Diagnosis: How to Change In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 2, pp. 39-61 ). Los Angeles, CA: Sage.

French, W. L. & Bell, C. H. (2005). A History of Organizational Development. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., pp. 16-39). Boston: Irwin McGraw-Hill.

French, W. L., Bell, C. H., & Zawacki, R. A. (Eds.). (2005). Mapping the territory. In Organization development and transformation: Managing effective change (6th ed., Part 1, pp. 1-11). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). Introduction and Personal Prolouge. In Productive workplaces revisited: Dignity, meaning, and community in the 21st century (chap. 1, pp. 1-23). San Francisco: Jossey-Bass.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 12 of 24 Unit 3: Diagnosing and Assessing Change January 31, 2013 Topics Diagnosing change, open systems theory and systems thinking, socio-technical systems theory and work redesign Change levers and organizational change and OD The role of communication and information in change and OD Greenfields and Greenfielding This Unit relates to course objectives 2 & 3.

Required Readings

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Change Frameworks for Organizational Diagnosis: “What” to Change. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 3, pp. 61-97 ). Los Angeles, CA: Sage.

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Force Field Analysis and Stakeholder Analysis. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 6, pp. 192-201). Los Angeles, CA: Sage

Fordyce, J. K. & Weil, R. (2005). Methods for finding out what is going on. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 13, pp. 162-171). Boston: Irwin McGraw-Hill.

Fox, W. M. (2005). Sociotechnical systems. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 12, pp. 140-152). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). Scientific Management Revisited. In Productive workplaces revisited: Dignity, me aning, and community in the 21st century (chap. 2, pp. 23-52). San Francisco: Jossey-Bass.

Weisbord, M. R. (2004). The Consulting Engineer. In Productive workplaces revisited: Dignity, meaning, a nd community in the 21st century (chap. 3, pp. 53-74). San Francisco: Jossey-Bass.

Unit 4: Types of Change and the Planning of Change February 7, 2013 Topics Planned, reactive and proactive change Diagnostic and analytical tools Understanding technical, political, social and cultural organizational contexts and contextual implications for organizational change and organizational learning Envisioning change and OD Organization renewal, planned change, OD and changing organizational culture Strong and weak organizational cultures and their implications for change Stakeholder analysis, force field analysis and action research Weisbord's six box model and creating organizational change for dignity, meaning and community This Unit relates to course objectives 1, 2, & 3

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 13 of 24 Required Readings

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Building and Energizing the Need for Change. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 4, pp. 97-145). Los Angeles, CA: Sage.

Lewin, K. (2005). The field approach: Culture and group life as quasi-stationary processes. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. xxx, pp. 112-113). Boston: Irwin McGraw-Hill.

Rothman, J. (2008). Multi modes of community intervention. In J. Rothman, J. L. Erlich, & J. E. Tropman (Eds.), Strategies of community organization (7th ed., pp. 205-216). Peosta, IA: Eddie Bowers Publishing Company.

Schein, E. H. (2005). Organizational culture. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 11, pp. 125-139). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). Lewin. In Productive workplaces revisited: Dignity, meaning, and community in th e 21st century (chap. 4, pp. 75-92). San Francisco: Jossey-Bass.

Weisbord, M. R. (2004). The Learning Organization. In Productive workplaces revisited: Dignity, meaning, and community in the 21st century (chap. 5, pp. 93-112). San Francisco: Jossey-Bass.

Unit 5: Participation and Change February 14, 2013 Topics Participation as a lever of change and OD Employee involvement, participative management and empowerment in OD Team building This Unit relates to course objectives 1, 3 & 4.

Required Readings

Benne, K. & Sheats, B. (2005). Functional roles of group members. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 30, pp. 318-324). Boston: Irwin McGraw-Hill.

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Navigating Change Through Formal Structures and Sysltems. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 5, pp. 145-181 ). Los Angeles, CA: Sage.

Kirkman, B. L. & Rosen, B. (2005). Powering up teams. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 41, pp. 433-446). Boston: Irwin McGraw-Hill.

Lyle, S. W. & Zawicki, R. A. (2005). Centers of excellence: empowering people to manage change. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 25, pp. 269-273). Boston: Irwin McGraw-Hill.

Sager, J. S. (2008). Planning: Democracy on the ground. In J. Rothman, J. L. Erlich, & J. E. Tropman (Eds.), Strategies of community organization (7th ed., pp. 205-216). Peosta, IA: Eddie Bowers Publishing Company.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 14 of 24 Weisbord, M. R. (2004). McGregor and the Roots of OD. In Productive workplaces revisited: Dignity, mea ning, and community in the 21st century (chap. 6, pp. 113-130). San Francisco: Jossey-Bass.

Weisbord, M. R. (2004). The Human Side of Enterprise. In Productive workplaces revisited: Dignity, mean ing, and community in the 21st century (chap. 7, pp. 131-150). San Francisco: Jossey-Bass.

Zawicki, R. A. & Norman, C. A. (2005). Successful self-directed teams. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 21, pp. 216-222). Boston: Irwin McGraw-Hill.

Unit 6: Implementing OD and Change February 21, 2013 Topics Implementing OD and change Power and influence in organizations Frame bending Change programs Organizational development Leading OD and change Consulting for high performance Transformational leaders The role and style of leaders, change agents and OD consultants This Unit relates to course objectives1, 3, 4 & 5.

Required Readings Achilles A., Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (2005). Creating readiness for organizational change. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 28, pp. 298-312). Boston: Irwin McGraw-Hill.

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Navigating the Informal Organization: Power amd Culture. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 6, pp. 181-211 ). Los Angeles, CA: Sage.

Greiner, L. E. & Schein, E. H. (2005). Defining a political model of organizations. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 29, pp. 313-317). Boston: Irwin McGraw-Hill.

Pacton, G. W. (2005). Are organizational development interventions appropriate in turnaround situations? In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 38, pp. 401-410). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). Undoing Taylorism. In Productive workplaces revisited: Dignity, meaning, and co mmunity in the 21st century (chap. 8, pp. 151-170). San Francisco: Jossey-Bass.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 15 of 24 Unit 7: Process Consulting and the Resistance to Change February 28, 2013 Topics Process consulting and intervention The recipients of change Resistance to change Overcoming resistance to change Individual and organizational barriers to change Overcoming barriers to change Resistance to organizational learning Overcoming barriers to organizational learning This Unit relates to course objectives 1, 3, 4, & 5.

Required Readings Argyris, C. (2005). Intervention theory and method. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 9, pp. 115-118). Boston: Irwin McGraw-Hill.

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Managing Recipients of Change and Influencing Internal Stakeholders. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 7, pp. 211-257). Los Angeles, CA: Sage.

Chin, R. & Benne, K. (2005). General strategies for effecting change in human systems. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 3, pp. 40-62). Boston: Irwin McGraw-Hill.

Weisborg, M. R. (2005). Towards third wave managing and consulting. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 4, pp. 63-80). Boston: Irwin McGraw-Hill.

Unit 8: Change Levers and OD and Planned Change Interventions March 7, 2013 Topics OD intervention strategies Using change levers to analyze, critique and develop OD Planned change interventions This Unit relates to course objectives 2, 3, 4, & 5.

Required Readings Blake, R. R., Shepard, H. A., & Mouton, J. S. (2005). Strategies for improving headquarters-field relations. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 16, pp. 183-186). Boston: Irwin McGraw-Hill.

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Becoming a Master Change Agent. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 8, pp. 257-299). Los Angeles, CA: Sage.

French, W. L. & Bell, C. H. (2005). Organization mirror interventions. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 17, pp. 187-188). Boston: Irwin McGraw-Hill.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 16 of 24 Garvin, D. (2005). Building a learning organization. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 26, pp. 274-287). Boston: Irwin McGraw-Hill.

Harrison, R. (2005). Choosing the depth of organization intervention. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 15, pp. 325-335). Boston: Irwin McGraw-Hill.

Shepard, H. A. (2005). Rules of thumb for change agents. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 32, pp. 336-341). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). Open Systems and the New Paradigm. In Productive workplaces revisited: Dignit y, meaning, and community in the 21st century (chap. 9, pp. 171-192). San Francisco: Jossey-Bass.

Unit 9: OD and Planned Change Interventions March 14, 2013 Topics Grid OD Organizational design Likert Systems 1-4 Changing organizational structure Changing organizational culture, revisited This Unit relates to course objectives1, 4 & 5.

Required Readings Bushe, G. R. & Shani, A. B. (2005). Parallel learning structures. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 19, pp. 197-202). Boston: Irwin McGraw-Hill.

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Action Planning and Implementation. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 9, pp. 299-343). Los Angeles, CA: Sage.

Goodstein, D. L. & Burke, W. W. (2005). Creating successful organization change. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 34, pp. 352-362). Boston: Irwin McGraw-Hill.

Young, G. J. (2005). Managing organizational transformations. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 35, pp. 363-375). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). Adding Action to Research. In Productive workplaces revisited: Dignity, meaning, and community in the 21st century (chap. 10, pp. 193-212). San Francisco: Jossey-Bass.

Weisbord, M. R. (2004). Methods for Diagnosis and Action. In Productive workplaces revisited: Dignity, m eaning, and community in the 21st century (chap. 11, pp. 213-246). San Francisco: Jossey-Bass.

SPRING RECESS MARCH 18 TH –23 RD 2013

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 17 of 24 Unit 10: OD and Planned Change Interventions March 28, 2013 Topics Technological change and socio-technical systems Work and job redesign Cross-functional teams autonomous work groups and self-managing teams T groups Sensitivity groups NTL This Unit relates to course objectives 1, 4 & 5.

Required Readings

Cawsey, T. F., Deszca, G. & Ingols, C. (2012).Measuring Change: Designing Effective Control Systems. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 10, pp. 343-375). Los Angeles, CA: Sage.

Weisbord, M. R. (2004). Rethinking Organization Improvement. In Productive workplaces revisited: Dignit y, meaning, and community in the 21st century (chap. 12, pp. 247-266). San Francisco: Jossey-Bas s.

Weisbord, M. R. (2004). Improving Whole Systems. In Productive workplaces revisited: Dignity, meaning, and community in the 21st century (chap. 13, pp. 267-290). San Francisco: Jossey-Bass.

Unit 11: conflict and Change, Diversity and Change April 4, 2013 Topics Intergroup development interventions and conflict management Diversity training This Unit relates to course objectives 1, 3, 4 & 5.

Required Readings Beckhard, R. (2005). The confrontation meeting. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 18, pp. 189-196). Boston: Irwin McGraw-Hill.

Harrison, R. (2005). When power conflicts trigger team spirit. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 15, pp. 175-182). Boston: Irwin McGraw-Hill.

Prahalad, C. K. (2005). Managing discontinuities: The emerging challenge. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 42, pp. 449-459). Boston: Irwin McGraw-Hill.

Rogers, C. (2005). Two-person disputes. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 8, pp. 114-115). Boston: Irwin McGraw-Hill.

Schein, E. H. (2005). Intergroup problems in organizations. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 10, pp. 119-124). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). Management Training. In Productive workplaces revisited: Dignity, meaning, and community in the 21st century (chap. 14, pp. 291-204). San Francisco: Jossey-Bass.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 18 of 24 Weisbord, M. R. (2004). Productivity after Taylor. In Productive workplaces revisited: Dignity, meaning, a nd community in the 21st century (chap. 15, pp. 305-318). San Francisco: Jossey-Bass.

Unit 12: OD and Planned Change Interventions April 11, 2013 Topics Goal Setting. Management by Objectives (MBO) Survey feedback and appreciative inquiry Six Sigma, Total Quality Management and other approaches to continuous quality, production and process improvement interventions Technological change and changing work processes OD and change programs: Fads, fancies and evolution Radical change: Reengineering and restructuring the organization, downsizing and dumbsizing Incremental change and OD This Unit relates to course objectives 1, 2, 3,4 & 5.

Required Readings Weisbord, M. R. (2004). Managing and Consulting in the 21st Century. In Productive workplaces revisited: Dignity, meaning, and community in the 21st century (chap. 16, pp. 319-350). San Francisco: Josse y-Bass.

Weisbord, M. R. (2004). Transforming Teamwork. In Productive workplaces revisited: Dignity, meaning, a nd community in the 21st century (chap. 17, pp. 351-366). San Francisco: Jossey-Bass.

Unit 13: System Wide and Organizational Interventions April 18, 2013 Topics System-wide interventions and high performance systems Organizational transformation: Strategic management, OD and change Managing change, OD, and the new science of chaos theory The frontiers of organizational structure, organizational learning and change: High Reliability Organizations and emerging forms, including virtual and ambidextrous organizations This Unit relates to course objectives 1, 2, 3, 4 & 5.

Required Readings

Nielsen, R. P. et al. (2005). Ethics in organizational change. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 40, pp. 422-432). Boston: Irwin McGraw-Hill.

Pfeffer, J. (2005). Seven practices of successful organizations. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 43, pp. 460-480). Boston: Irwin McGraw-Hill.

Poras, J. I. & Silvers, R. C. (2005). Organizational development and transformation. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 5, pp. 80-100). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). Designing Work. In Productive workplaces revisited: Dignity, meaning, and com munity in the 21st century (chap. 18, pp. 367-392). San Francisco: Jossey-Bass.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 19 of 24 Weisbord, M. R. (2004). Managing and Consulting beyond the Design Limits. In Productive workplaces r evisited: Dignity, meaning, and community in the 21st century (chap. 19, pp. 393-426). San Francisc o: Jossey-Bass.

Unit 14:Evaluating and Assessing the Effectiveness of a Change April 25, 2013 Intervention Topics Approaches to evaluating and assessing the effectiveness of OD, change programs and organizational learning Using organizational change levers to assess and diagnose change programs and evaluate the likelihood of successful and enduring change and OD This Unit relates to course objectives 1, 4 & 5.

Required Readings

Sager, J. S. (1995). Change levers for improving organizational performance and staff morale. In J. Rothman, J. L. Erlich, & J. E. Tropman (Eds.), Strategies of community organization (5th ed.). (pp. 401-416). Itasca, IL: F. E. Peacock Publishers.

Weisbord, M. R. (2004). Future Search. In Productive workplaces revisited: Dignity, meaning, and commu nity in the 21st century (chap. 20, pp. 427-442). San Francisco: Jossey-Bass.

Weisbord, M. R. (2004). Improving Whole Systems Worldwide. In Productive workplaces revisited: Dignit y, meaning, and community in the 21st century (chap. 21, pp. 443-456). San Francisco: Jossey-Bas s.

Unit 15: Managing Change in the future. May 2, 2013 Topics Managing change and OD in the 21st century Future search and the challenges of the future. This Unit relates to course objectives 1, 2, 3, 4 & 5.

Required Readings Burke, W. (2005). The new agenda for organization development. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 44, pp. 481-493). Boston: Irwin McGraw-Hill.

Cawsey, T. F., Deszca, G. & Ingols, C. (2012). Summary Thoughts on Organizational Change. In Organizational change: An action-oriented toolkit (2nd. Ed. Chapter 11, pp. 375-397). Los Angeles, CA: Sage

Jusela, G. E. (2005). Meeting the global competitive challenge. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 24, pp. 243-268). Boston: Irwin McGraw-Hill.

Weisbord, M. & Janoff, S. (2005). Future search. In W. L. French, C. H. Bell, & R. A. Zawacki (Eds.), Organization development and transformation: Managing effective change (6th ed., chap. 23, pp. 233-242). Boston: Irwin McGraw-Hill.

Weisbord, M. R. (2004). How There and Then Looks from Here and Now. In Productive workplaces revisi ted: Dignity, meaning, and community in the 21st century (chap. 22, pp. 457-466). San Francisco: Jo ssey-Bass.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 20 of 24 Weisbord, M. R. (2004). Epilogue. In Productive workplaces revisited: Dignity, meaning, and community i n the 21st century (pp. 467-484). San Francisco: Jossey-Bass.

STUDY DAYS / NO CLASSES May 4—7, 2013

FINAL EXAMINATIONS N/A Hard copies of Term Papers are due May 10, 2013 by 4:00 pm

Electronic submissions are due May 12, 2013 by midnight

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 21 of 24 University Policies and Guidelines

IX. ATTENDANCE POLICY

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to a ttend class or arriving late may impact your ability to achieve course objectives which could affect your co urse grade. Students are expected to notify the instructor by email ([email protected]) of any anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of r eligious holy days. This policy also covers scheduled final examinations which conflict with students’ obse rvance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

Please refer to Scampus and to the USC School of Social Work Student Handbook for additional informati on on attendance policies.

X. STATEMENT ON ACADEMIC INTEGRITY

USC seeks to maintain an optimal learning environment. General principles of academic honesty include t he concept of respect for the intellectual property of others, the expectation that individual work will be su bmitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expec ted to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: http://www. usc.edu/dept/publications/SCAMPUS/gov/. Students will be referred to the Office of Student Judicial Affair s and Community Standards for further review, should there be any suspicion of academic dishonesty. Th e Review process can be found at: http://www.usc.edu/student-affairs/SJACS/.

Additionally, it should be noted that violations of academic integrity are not only violations of USC principl es and policies, but also violations of the values of the social work profession.

XI. STATEMENT FOR STUDENTS WITH DISABILITIES

Any student requesting academic accommodations based on a disability is required to register with Disabi lity Services and Programs (DSP) each semester. A letter of verification for approved accommodations ca n be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester a s possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday.

Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth, Directo r of the DSP office at 213-740-0776 or [email protected].

XII. EMERGENCY RESPONSE INFORMATION

Note: The following Emergency Response Information pertains to students on campus, but please note it s importance should you be on campus for a temporary or extended period. When not on campus: Call th e 911 listing in your local community for any emergency.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 22 of 24 To receive information, call the main number (213) 740-2711, press #2. “For recorded announcements, e vents, emergency communications or critical incident information.”

To leave a message, call (213) 740-8311 For additional university information, please call (213) 740-9233 Or visit university website: http://emergency.usc.edu If it becomes necessary to evacuate the building, please go to the following locations carefully and using s tairwells only. Never use elevators in an emergency evacuation.

Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications on their cell phone, pager, PDA, or e-mail account. Register at https://trojansalert.usc.edu.

UNIVERSITY PARK CAMPUS ACADEMIC CENTERS City Center Front of Building Orange County Faculty Parking Lot (12th & Olive) MRF Lot B San Diego Building Parking Lot SWC Lot B Skirball Front of Building VKC McCarthy Quad WPH McCarthy Quad

Do not re-enter the building until given the “all clear” by emergency personnel.

XIII. STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a document ed illness or some other emergency occurring after the 12th week of the semester. Students must NOT a ssume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by th e student and agreed to be the instructor and reported on the official “Incomplete Completion Form.”

XIV. POLICY ON LATE OR MAKE-UP WORK

Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstan ces. If the paper is late without permission, the grade will be affected.

XV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing.

XVI. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (OPTIONAL)

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly [ht tp://www.socialworkers.org/pubs/Code/code.asp]

Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vul nerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work i s attention to the environmental forces that create, contribute to, and address problems in living.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 23 of 24 Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inc lusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensit ive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to addres s their own needs. Social workers also seek to promote the responsiveness of organizations, communitie s, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:

. Service . Social justice . Dignity and worth of the person . Importance of human relationships . Integrity . Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and th e principles that flow from them, must be balanced within the context and complexity of the human experi ence.

XVII. COMPLAINTS

If you have a complaint or concern about the course or the instructor, please discuss it first with the instru ctor. If you feel you cannot discuss it with the instructor, contact your advisor. If you do not receive a satisf actory response or solution, contact Dr. Paul Maiden, Vice Dean and Professor of Academic and Student Affairs, at [email protected]. Or, if you are a student of the VAC, contact June Wiley, Director of the Virtu al Academic Center, at (213) 821-0901 or [email protected] for further guidance

XVIII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE (OPTIONAL)

 Be mindful of getting proper nutrition, exercise, rest and sleep!  Come to class.  Complete required readings and assignments before coming to class.  Before coming to class, review the materials from the previous Unit and the current Unit, and scan the topics to be covered in the next Unit.  Come to class prepared to ask any questions you might have.  Participate in class discussions.  After you leave class, review the materials assigned for that Unit again, along with your notes from that Unit.  If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email!  Keep up with the assigned readings. Don’t procrastinate or postpone working on assignments.

MasterVer08-2011 SOWK 669 – Jon Simon Sager, PhD Spring 2013 Page 24 of 24