PEPPERDINE UNIVERSITY

THE GEORGE L. GRAZIADIO SCHOOL OF BUSINESS AND

MANAGEMENT

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MSOD 614

Small Systems Assessment & Change

(4 units)

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SYLLABUS
 MSOD 614

Small Systems Assessment and Change

Location: Pajaro Dunes, CA.
Dates: January 30th February 7th

Darren J. Good, Ph.D.

Pepperdine University
24255 Pacific Coast Highway
Malibu, CA 90263
phone: 310.506.8540 cell: 216.789.8774
email: Darren.Good@Pepperdine.edu

Introduction

This Intensive course is designed to increase understanding of interpersonal and group dynamics. This
course builds from the intrapersonal insights discovered in Intensive I (e.g. self as instrument) and applies
them to the interpersonal exchange (e.g. group setting). Modern day organizations increasingly rely on
project and team-based structures to accomplish work. Therefore OD practitioners must be deeply
informed and skilled with regards to these contexts. This includes heightened sensitivity to typical group
dynamics and knowledge of ones typical interpersonal style and communication in groups. Such
information is vital in taking appropriate action to best serve future client group work.

Course Description

Definitions and improvement of group, and interpersonal effectiveness are the focus of this course. The
course begins with a broad overview of organization theory with a particular emphasis on situating the
group and small system within the firm. With that in mind, methods for increasing performance in small
systems are realized through a range of direct experience with group and team formation, contracting,
facilitation, interpersonal experimentation and feedback.

Course Learning Outcomes

At the end of the course students should be able to:

1. Articulate his or her behaviors, values and motivations relative to team formation.
2. Design and implement a group formation process, using relevant group dynamics theories.
3. Enact team-building concepts by productively working in teams with fellow classmates
4. Experiment and practice interpersonal skills within groups
5. Practice their ability to give and receive feedback to other people.
6. To be exposed to ways of looking at organizations from an open systems, human relations and learning
perspective.
7. To develop skills in critical observation, description, and analysis of organizing from multiple
theoretical perspectives through the application of theories, concepts, and analytical tools to a living case.

Texts and Course Materials: Required

1. Dyer, W., Dyer, G., Dyer, J. (2007). Team Building: Proven Strategies for Improving Team
Performance (4th edition). San Francisco, CA: Wiley.

2. Gillette, J., & McCollom, M. (1990). Groups in context. Reading, Mass. Read Chapter(s): 1, 2, 7, 9
(pgs. 190-205). (will be posted in Sakai)

3. Katzenbach, J. & Smith, D. (1993). The Discipline of Teams. Harvard Business Review. March-April,
pp.111-120 (article will be posted in Sakai)

4. Lipmanowicz, H. & McCandless, K. (2013). The Surprising Power of Liberating Structures: Simple
Rules to Unleash A Culture of Innovation Liberating Structures Press. (available online)

5. Stone, D., Patton, B. and Heen, S. (2000). Difficult Conversations: How to Discuss What Matters Most.
New York: Penguin Books.

6. Daft, R. (2006). Organization theory and design. Cengage learning. Read Chapter(s): 1(pgs. 22-26).

7. Herzberg, F. (2003) One more time: How do you motivate employees. Harvard Business
Review. (will be posted in Sakai)

8. Morgan, G. (1997). Images of organization. SAGE Publications. Read Chapter(s): Introduction, 4

Recommended:
1. Tolbert, M.A.R. (2004). What is gestalt organization and systems development? OD Practitioner. 36(4),
6-10. (will be posted in Sakai)

2. Lencioni, P. (2002). The Five Dysfunctions of a Team. San Francisco, CA: Jossey-Bass.

3. Palmer, P. (2004). A Hidden Wholeness: The Journey Toward an Undivided Life. San Francisco, CA:
Wiley and Sons

4. Schein, E. (2013). Humble Inquiry: The Gentle Art of Asking instead of Telling. San Francisco, CA:
Berrett-Koehler Publishers

5. Morgan, G. (1997). Images of organization. SAGE Publications. Read Chapter(s): 2

Assignments:
Assignment ONE
In a trio, prepare a 4 double-spaced page paper detailing an approach to learning group formation. Trios
are self-selected. The paper should:
1) describe your proposed methodology for forming learning groups with supporting reasoning,
2) describe how the large group (your cohort) could make process decisions (e.g. regarding which
method to select) and the dynamics likely to surround the decision-making process,
3) possible ways to evaluate the effectiveness of the process and
4) examine how your proposed process formation will challenge the others and what practices you
might individually use to be more successful.

The methodology should be specific, address predictable group dynamics, and draw from the appropriate
readings from MSOD 611, 612 and 613 (including the class collected works from MSOD 613). Your
methodology should assume faculty will be available for individual coaching and periodic time outs to
reflect on the overall group process. You should also assume that your MSOD Cohort participates and
leads fully. A few caveats: a) a random process for final selection will not sufficiently address
accountability and choice, b) replicating insight groups for the final groups will not sufficiently stretch
your learning and ability to know others in your cohort, and c) that the process will end about 24 hours
after it begins, with a total of 5 learning groups of 6-7 students each (contingent on cohort size). While
subsequent team building in the learning groups will be important, this is NOT the focus for this paper.
The focus of this paper is on group dynamics and intervention design.

Submit a copy of the paper by Sunday January 22nd, 6 pm PST in a folder in the MSOD 614 forum
(there should be 4 group folders with 3-4 papers in each folder). You should read each of the other
papers in your group folder and look for common principles among them, as well as areas of
differences. Post those commonalities and differences in the forum folder by Friday, January 27th .

Assignment TWO
Complete a solid first draft of the Strategic Learning Contract (SLC) that will guide your personal and
professional development throughout the program. Bring ten copies of this document with you to the
session. Use a learning journal, exercises in your Insight groups and your reflection paper for Intensive
One as a way to prepare yourself for presenting your SLC goals to your learning group.

This is due January 30th, at the beginning of the session

Assignment THREE
Complete a reflection paper based on what you learned about group dynamics, team building and yourself
in the context of the cohort group, your learning team and your own self-development. The whole
reflection paper should be no more than 4 double-spaced pages.

This assignment is due February 28th, to be placed in your individual Sakai drop box.

Summary for Assignments

 Assignment Disposition Due Date Done
1) Learning Group Formation Put in Sakai Forum 1/22
1b) Comment on groups paper In Forum
1/27
2) Draft of Strategic Learning Contract Bring 8 Copies to session
1/30
3) Reflection Paper Put in personal drop box 2/28
Remember also to weave in Research Methods assignment dates where appropriate.

Research Methods

Literature Review Maxwell Chapter 3 -

Conceptual Framework:
What Do You Think Is
Going On?
(Focus on pages 39-41,
45-46, bottom of page 48-
66)
Jan 5th, 2017 Bring at least 12 scholarly
11:00am PDT articles that you have read
Conceptual related to your topic with
Framework and the you to Intensive 2 (can be
Literature Review electronic)

Creswell Chapter 2 Due: Jan 31st 2017

Review of the Literature
(Focus on pages 31-48)

Summary of Directed Instruction Elements

Please note, that at the Graziadio School of Business, Directed Instruction is driven by Instructional Design
principles aligned with the School and University Mission. In this regard, they are formative (not summative) and
represent the personalized nature of the education offered. All courses must include a minimum of 15 hours of
directed instruction per unit of credit (i.e., 30 hours of directed instruction for a 2 unit course; 60 hours of directed
instruction for a 4 unit course). For more information, please refer to the Standards for Directed Instruction
document.

4 Units = 60 Hours of Directed Instruction

Directed Instruction Hours

Activity

In-Class Instruction 68
Synchronous Instruction 0

Asynchronous Instruction 0

TOTAL 68