School of Social Work Syllabus Template Guide



Social Work 669

Section #60439

Managing Change and Organization Development

3 Units

Spring 2013

|Instructor: |Jon Simon Sager, PhD, Clinical Associate Professor |

|E-Mail: |jonsager@usc.edu |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) | | |

Course Prerequisites

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

Catalogue Description

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

Course Description

This course is designed to provide students with a conceptual framework addressing the strategic importance of managing change and organization development (OD) in various agencies, human service organizations, community organizations and other settings. Uncertainty, complexity and rapidly changing organizational environments create the necessity for organizations to respond to and effectively deal with turbulence and instability. The capability of an organization's human resources to adapt to such conditions, adopt and successfully use new practices, technologies and develop ways of performing organizational tasks is 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. Effective change management and OD maximize the congruence between an organization's mission, goals, strategies, environment, technology, structure, processes, people, culture and reward systems. Managing successful 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 the role of change agents at various levels of the organization and the integrative competencies and interpersonal 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 relationships 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 needed to design, implement and evaluate effective change and OD programs. Creating effective change and OD programs for organizations begins with a diagnosis and assessment of the needs in the context of the organization's strategy. This also entails an analysis of the organization’s human resources, culture, organizational 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 also requires an understanding of: a) the roles of change agent(s)--internal and/or external change management 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 some aspect of managing change and OD, whether as an employee, manager, or internal or external consultant 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 management and OD, but includes exposure to the various tools, techniques and approaches that professional change management and OD specialist’s use. Some of this will involve actual participation in change and OD activities the instructor has used in his professional practice. Students will also become familiar with some of the most frequently used and popular interventions utilized by organizations as they embark upon the 21st century. Students will also learn how to obtain change management and organization development materials, as well as customize materials for particular organizational change and development purposes.

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. |

Course format / Instructional Methods

Lectures, experiential exercises, role plays, videos, power-point presentations, overheads, instrumentation and guest lectures (if available) will comprise the delivery format for the course. The course will be taught 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 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 management and OD, but includes exposure to the various tools, techniques and approaches that professional change management and OD specialists use. Some of this will involve actual participation in change and OD activities the instructor has used in his professional practice. Students will also become familiar with some of the most frequently used and popular interventions employed by corporations as they enter the 21st century. Students will also learn how to obtain change management and organization development materials, as well as customize 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 questions about the readings, but expect my lectures to extend, provide insight and describe actual examples 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 any good change agent and OD practitioner we will change and adjust in order to conduct deeper explorations of pertinent topics, accommodate the schedules of speakers, the access of videos and other equipment and so forth.

Student Learning Outcomes

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

|Social Work Core Competencies |SOWK 669 |Course 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.

|Competencies/ Knowledge, Values, Skills |Student Learning Outcomes |Method of Assessment |

|Professional Identity―Identify as a professional social |Advocate for client access to the services of |Assignment 1 |

|worker and conduct oneself accordingly. |social work. | |

|Social workers competent in Professional Identity: | | |

|Serve as representatives of the profession, its mission, | | |

|and its core values. | | |

|Know the profession’s history. | | |

|Commit themselves to the profession’s enhancement and to | | |

|their own professional conduct and growth. | | |

| |Practice personal reflection and | |

| |self-correction to ensure continual | |

| |professional development. | |

| |Attend to professional roles and boundaries. |Assignment 3 |

| |Demonstrate professional demeanor in behavior,| |

| |appearance, and communication. | |

| |Engage in career-long learning. | |

| |Use supervision and consultation. |Assignment 1,2 &3 |

|Ethical Practice―Apply social work ethical principles to |Recognize and manage personal values in a way |Assignment 3 |

|guide professional practice. |that allows professional values to guide | |

|Social workers competent in Ethical Practice: |practice. | |

|Fulfill their obligation to conduct themselves ethically | | |

|and to engage in ethical decision-making. | | |

|Are knowledgeable about the value base of the profession, | | |

|its ethical standards, and relevant law. | | |

| |Make ethical decisions by applying standards |Assignment 3 |

| |of the National Association of Social Workers | |

| |Code of Ethics. | |

| |Tolerate ambiguity in resolving ethical |Assignment 1, 2 & 3 |

| |conflicts. | |

| |Apply strategies of ethical reasoning to |Assignment 2 & 3 |

| |arrive at principled decisions. | |

|Critical Thinking―Apply critical thinking to inform and |Distinguish, appraise, and integrate multiple |Assignment 1, 2 & 3 |

|communicate professional judgments. |sources of knowledge, including research-based| |

|Social workers competent in Critical Thinking: |knowledge, and practice wisdom. | |

|Are knowledgeable about the principles of logic, scientific| | |

|inquiry, and reasoned discernment. | | |

|Use critical thinking augmented by creativity and | | |

|curiosity. | | |

|Understand that critical thinking also requires the | | |

|synthesis and communication of relevant information. | | |

| |Analyze models of assessment, prevention, |Assignment 1, 2 & 3 |

| |intervention, and evaluation. | |

| |Demonstrate effective oral and written | |

| |communication in working with individuals, | |

| |families, groups, organizations, communities, | |

| |and colleagues. | |

|Diversity in Practice―Engage diversity and difference in |Recognize the extent to which a culture’s |Assignment 1, 2 & 3 |

|practice. |structures and values may oppress, | |

|Social workers competent in Diversity in Practice: |marginalize, alienate, or create or enhance | |

|Understand how diversity characterizes and shapes the human|privilege and power. | |

|experience and is critical to the formation of identity. | | |

|Recognize that the dimensions of diversity reflect | | |

|intersectionality of multiple factors including age, class,| | |

|color, culture, disability, ethnicity, gender, gender | | |

|identity and expression, immigration status, political | | |

|ideology, race, religion, sex, and sexual orientation. | | |

|Appreciate that, as a consequence of difference, a person’s| | |

|life experiences may include oppression, poverty, | | |

|marginalization, and alienation as well as privilege, | | |

|power, and acclaim. | | |

| |Gain sufficient self-awareness to eliminate |Assignment 2 |

| |the influence of personal biases and values in| |

| |working with diverse groups. | |

| |Recognize and communicate understanding of the|Assignment 2 |

| |importance of difference in shaping life | |

| |experiences. | |

| |View themselves as learners and engage those |Assignment 2 & 3 |

| |with whom they work as informants. | |

|Human Rights & Justice―Advance human rights and social and |Understand the forms and mechanisms of |Assignment 1, 2 & 3 |

|economic justice. |oppression and discrimination. | |

|Social workers competent in Human Rights & Justice: | | |

|Acknowledge that each person, regardless of position in | | |

|society, has basic human rights, such as freedom, 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. | | |

| |Advocate for human rights and social and |Assignment 1, 2 & 3 |

| |economic justice. | |

| |Engage in practices that advance social and |Assignment 1, 2 & 3 |

| |economic justice. | |

|Research Based Practice―Engage in research-informed |Use practice experience to inform scientific |Assignment 2 & 3 |

|practice and practice-informed research. |inquiry. | |

|Social workers competent in Research 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. | | |

| |Use research evidence to inform practice. |Assignment 1, 2 & 3 |

|Human Behavior―Apply knowledge of human behavior and the |Utilize conceptual frameworks to guide the |Assignment 1, 2 & 3 |

|social environment. |processes of assessment, intervention, and | |

|Social workers competent in Human Behavior: |evaluation. | |

|Are knowledgeable about human 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. | | |

| |Critique and apply knowledge to understand |Assignment 1, 2 & 3 |

| |person and environment. | |

|Policy Practice―Engage in policy practice to advance social|Analyze, formulate, and advocate for policies |Assignment 1, 2 & 3 |

|and economic well-being and to deliver effective social |that advance social well-being. | |

|work services. | | |

|Social workers competent in Policy Practice: | | |

|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. | | |

| |Collaborate with colleagues and clients for |Assignment 1, 2 & 3 |

| |effective policy action. | |

|Practice Contexts―Respond to contexts that shape practice. |Continuously discover, appraise, and attend to|Assignment 1, 2 & 3 |

|Social workers competent in Practice Contexts: |changing locales, populations, scientific and | |

|Are informed, resourceful, and proactive in responding to |technological developments, and emerging | |

|evolving organizational, community, and societal contexts |societal trends to provide relevant services. | |

|at all levels of practice. | | |

|Recognize that the context of practice is dynamic, and use | | |

|knowledge and skill to respond proactively. | | |

| |Provide leadership in promoting sustainable |Assignment 1, 2 & 3 |

| |changes in service delivery and practice to | |

| |improve the quality of social services. | |

|Engage, Assess, Intervene, Evaluate―Engage, assess, |Engagement: |Assignment 1, 2 & 3 |

|intervene, and evaluate with individuals, families, groups,|Substantively and affectively prepare for | |

|organizations and communities. |action with individuals, families, groups, | |

|Social workers competent in the dynamic and interactive |organizations, and communities. | |

|processes of Engagement, Assessment, Intervention, and |Use empathy and other interpersonal skills. | |

|Evaluation apply the following knowledge and skills to |Develop a mutually agreed-on focus of work and| |

|practice with individuals, families, groups, organizations,|desired outcomes. | |

|and communities. | | |

|Identifying, analyzing, and implementing evidence-based | | |

|interventions designed to achieve client goals | | |

|Using research and technological advances | | |

|Evaluating program outcomes and practice effectiveness | | |

|Developing, analyzing, advocating, and providing leadership| | |

|for policies and services | | |

|Promoting social and economic justice | | |

| |Assessment: |Assignment 1, 2 & 3 |

| |Collect, organize, and interpret client data. | |

| |Assess client strengths and limitations. | |

| |Develop mutually agreed-on intervention goals | |

| |and objectives. | |

| |Select appropriate intervention strategies. | |

| |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. | |

| |Evaluation: Critically analyze, monitor, and |Assignment 3 |

| |evaluate interventions. | |

Course Assignments, Due Dates & Grading

|Assignment |Due Date |% of Final Grade |

|Assignment 1: Topic Proposal and Description of the setting. |February 7 or 14 |20% |

|Assignment 2: The Change Project Analysis |March 14 or 21 |30% |

|Assignment 3: Final Analysis and Planned Change Intervention |May 12 |40% |

|Class Participation |Ongoing |10% |

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 organizations and OD to a specific setting. You can plan a change intervention of limited or extensive scope depending on the setting and the problem or situation you are trying to change. You should use your field placement or an organization or community setting which you are familiar with in order to plan a change intervention 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 planned 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 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 assignment 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 action research, change strategies that are custom developed from your analytical work, as well as extant OD 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 implement and induce change. I will give you more information in class about the final assignment and provide 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 miss 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

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 content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have demonstrated 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 student 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 denotes 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, reflecting 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 several significant areas requiring improvement.

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

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 century. 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 course.

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: Assumptions about 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.

|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, meaning, 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, and 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

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 the 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.

Weisbord, M. R. (2004). McGregor and the Roots of OD. In Productive workplaces revisited: Dignity, meaning, 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, meaning, 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 community in the 21st century (chap. 8, pp. 151-170). San Francisco: Jossey-Bass.

|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.

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: Dignity, 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, meaning, and community in the 21st century (chap. 11, pp. 213-246). San Francisco: Jossey-Bass.

SPRING RECESS MARCH 18TH –23RD 2013

|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: Dignity, meaning, and community in the 21st century (chap. 12, pp. 247-266). San Francisco: Jossey-Bass.

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.

Weisbord, M. R. (2004). Productivity after Taylor. In Productive workplaces revisited: Dignity, meaning, and 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: Jossey-Bass.

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

Weisbord, M. R. (2004). Managing and Consulting beyond the Design Limits. In Productive workplaces revisited: Dignity, meaning, and community in the 21st century (chap. 19, pp. 393-426). San Francisco: Jossey-Bass.

|Unit 14:Evaluating and Assessing the Effectiveness of a Change Intervention |April 25, 2013 |

|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 community 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: Dignity, meaning, and community in the 21st century (chap. 21, pp. 443-456). San Francisco: Jossey-Bass.

|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 revisited: Dignity, meaning, and community in the 21st century (chap. 22, pp. 457-466). San Francisco: Jossey-Bass.

Weisbord, M. R. (2004). Epilogue. In Productive workplaces revisited: Dignity, meaning, and community in 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 |

University Policies and Guidelines

Attendance Policy

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by email (jonsager@usc.edu) of any anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance 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 information on attendance policies.

Statement on Academic Integrity

USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted 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 expected 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: . Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: .

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

Statement for 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 the instructor as early in the semester as 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, Director of the DSP office at 213-740-0776 or ability@usc.edu.

Emergency Response Information

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

To receive information, call the main number (213) 740-2711, press #2. “For recorded announcements, events, 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:

If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells 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 .

|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.

Statement about Incompletes

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

Policy on Late or Make-Up Work

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

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.

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 []

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 vulnerable, 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 is attention to the environmental forces that create, contribute to, and address problems in living.

Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive 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 address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, 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 the principles that flow from them, must be balanced within the context and complexity of the human experience.

Complaints

If you have a complaint or concern about the course or the instructor, please discuss it first with the instructor. If you feel you cannot discuss it with the instructor, contact your advisor. If you do not receive a satisfactory response or solution, contact Dr. Paul Maiden, Vice Dean and Professor of Academic and Student Affairs, at rmaiden@usc.edu. Or, if you are a student of the VAC, contact June Wiley, Director of the Virtual Academic Center, at (213) 821-0901 or june.wiley@usc.edu for further guidance

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.

[pic][pic][pic][pic][pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download