SOL PRICE SCHOOL OF PUBLI
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PPD 545 – Public and Nonprofit Organizational Behavior
Fall, 2022
公共管理网课代上 We will focus specifically on the kinds of behavioral issues and managerial approaches required for contemporary organizations.
Course Objectives
The purpose of this course is to enable you to develop a better understanding of why people behave as they do in organizational contexts and how organizational behavior can be managed more effectively. We will focus specifically on the kinds of behavioral issues and managerial approaches required for contemporary organizations. The intent is that this understanding will help you to become more effective members of the organizations in which you are and will be involved. A broad knowledge of the variety of factors which add complexity to behavioral dynamics in organizations should help you 1) engage in more effective relationships – with bosses, peers, and those who work for you – and 2) more effectively accomplish individual and organizational goals.
The specific learning objectives for PPD 545 are as follows.
1) Describe and examine critical organizational concepts, theories, and principles to more effectively lead and manage individuals and groups in complex organizational settings. 公共管理网课代上
2) Synthesize human behavior theories, frameworks, and perspectives for strategic application to the challenge of practice in organizational settings.
3) Evaluate core organizational behavior concepts, theories, and frameworks in the context of interpersonal dynamics to increase capacity for self-reflection and critical thinking.
4) Apply models and frameworks for ethical analysis and public service values for use in organizational contexts to make responsible administrative decisions.
5) Engage effectively with diverse members of the workforce for meaningful collaboration and teamwork across visible and invisible differences.
6) Strengthen written and verbal communication skills and understanding of why effective communication is important in public organizations.
Required Reading 公共管理网课代上
There is one textbook required for the course, available through the USC Bookstore or Amazon:
Pearce, Jone L. and Sowa, Jessica E. (2019). Organizational Behavior: Real Research for Public and Nonprofit Managers. Irvine, CA: Melvin & Leigh.
Other required readings are in the form of individual articles and book chapters, which are posted in the Content folder on Blackboard (https://blackboard.usc.edu). You are expected to complete the assigned readings prior to the beginning of the relevant class session.
Assignments and Grading
Participation. Active engagement in class discussions and group activities is an important element in your and others’ learning experience in this class. Thus, you are expected to actively participate in these conversations by providing input, sharing thoughts and ideas, asking questions, and relating your own experiences as relevant to the topics being addressed in class.
Your participation will be assessed in terms of two components, the first being my assessment of your contributions to the overall class discussions (up to four points) and the second being peer assessment of your contributions to group activities (up to six points). Note that absence from multiple class sessions, as well as arriving late and/or leaving early, will negatively impact your participation score (and too many absences may result in a failure to pass the course). In general, my assessment of your participation is based on the following scale: 4 = frequent/valuable contributor; 3 = regular/moderate contributor; 2 = occasional contributor; 1 = rare contributor. The peer evaluation form will be available on Blackboard.
Reading commentaries. 公共管理网课代上
You are required to prepare two commentaries on the assigned readings, one a paper discussing the readings for Section 1 (Sessions 3-5) and the second a presentation discussing the readings for Section 2 (Sessions 6-8). The purpose of these commentaries is for you to demonstrate your familiarity with the assigned readings and your ability to make connections among ideas and information from separate readings and session topics. In other words, your goal is to consider the set of readings as a whole and provide a thoughtful analysis of what you think are the main themes or issues that integrate and summarize this material. You should aim to do more than just reiterate information from the readings, and instead should provide some indication of what you see as the primary conclusions to be drawn from the material covered in that section of the course.
1) Commentary paper. This paper should be about 2000 (+200) words in length (not including references), and it is worth up to 18 points. The grading rubric for the paper will be available on Blackboard. The paper will be evaluated in terms of the extent to which it reflects broad coverage of the assigned readings, provides an integrative discussion of this material, demonstrates original thinking, and is well-organized and well-written (be advised that this means it is a good idea to spell- and grammar-check your paper before turning it in).
Your paper should be emailed to me by midnight on Wed., Sept. 28. There will be a point penalty if it is turned in late but prior to the start of the next class session, and another point penalty if it is turned in anytime thereafter. Note that you should not include your name on the paper but instead should provide only your student number. 公共管理网课代上
2) Commentary presentation. For this commentary, you should record a presentation (e.g., Powerpoint slides with voiceover narration) designed as an introductory training module on the topic of “Managerial Basics” for newly-appointed first-time managers.
This presentation should be about 15 (+2) minutes long, and it is worth up to 18 points. The grading rubric for the presentation will be available on Blackboard. The presentation will be evaluated in terms of the extent to which it reflects broad coverage of the assigned readings, provides an integrative discussion of this material, synthesizes useful advice for managers, and is well-organized and presented professionally. Your presentation should be emailed to me by midnight on Wed., Oct. 19. There will be a point penalty if it is turned in late but prior to the start of the next class session, and another point penalty if it is turned in anytime thereafter.
A note on citations and references: In your commentaries, you should explicitly cite the particular readings you refer to by providing the names of the authors in parentheses. You do not need to include the date of publication, nor do you need to provide the full citations for these readings in a reference list. However, if you cite any additional sources, i.e., that are not included on the syllabus, you should provide author name(s) and publication date along with the complete citation in a reference list at the end. In your presentation, you should include author names as appropriate on the slides (one option is to use footnotes), but it isn’t necessary to also refer to the authors in your narration of the slides.
Management memos.
You are required to write two “one page” memos, each of which summarizes the key management implications you derive from the four readings assigned for one of the three class sessions in Section 3 (Sessions 9-11). These memos should aim to specify the primary action steps you would recommend to the management of an organization (one you work for, or for organizations more generally) to capitalize on the insights you gleaned from a synthesis of the readings assigned for that session.
Considering that set of readings as a whole, would advice would you give to those responsible for managing an organization? You can write a memo for any two of these three sessions. The memos should be less than 600 words (not including header information), and they are due prior to the start of the relevant class session; memos will not be accepted late. They will be graded on a 7-point scale, and the grading rubric will be available on Blackboard.
Learning paper.
At the end of the semester, you are required to write a short paper (800-1000 words) that explains what you think are the three most interesting lessons and/or useful “take-aways” you gained from the course. This paper can focus on any of the material addressed in the course, including readings, lectures, class discussions, group exercises, etc. Your discussion should clearly and concisely explain what you have learned as well as why you think these lessons are important or valuable to you personally. In other words, this paper should be reflective and self-evaluative, explaining how and why what you learned in the class can be helpful to you now and/or in the future. In general, you should focus on how these lessons will be helpful to you going forward rather than on how they give you a better understanding of things that have happened in the past. 公共管理网课代上
This paper is worth up to 10 points, and will be evaluated in terms of the extent to which it is thoughtful and reflective, identifies specific lessons, clarifies the personal importance/relevance of your three lessons, identifies new or different ways of thinking or acting stimulated by course material, and is well-written. The paper is due by 6pm on Monday, Dec. 6, and there will be a point penalty if it is turned in late.
Final group project. 公共管理网课代上
For the final project, you will be assigned to a group that will work together to prepare and make a presentation to the other members of the class. These presentations will take place during the final exam session on Dec. 13. Note that attendance at this session is mandatory. The final project is worth a total of 30 points. The presentation itself will count for up to 18 points, with all group members receiving the same score, taking into account both my assessment as well as evaluations by the other members of the class.
In addition, you will receive a peer evaluation score, worth up to 12 points, calculated as the average score you receive from the other members of your group in their assessment of such factors as your level of participation, the quality of your input, etc. More specific instructions regarding this assignment and the evaluation criteria will be provided later in the semester. 公共管理网课代上
Grading. Grading for the course will be based on the above six factors, as follows:
Participation
Class 4 points
Group 6 points
Reading commentaries (2 x 18) 36 points
Management memos (2 x 7) 14 points
Final group project
Group presentation 18 points
Peer evaluation 12 points
Learning paper 10 points
____________________________________________
Total 100 points
At the end of the semester, the final point total for each student will be calculated, and the distribution of these scores will provide the basis for determining the relevant letter grades assigned for the course.
Statement on Academic Conduct and Support Systems
Academic Conduct
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” policy.usc.edu/scampus-part-b. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on Research and Scholarship Misconduct.
Students and Disability Accomodations 公共管理网课代上
USC welcomes students with disabilities into all of the University’s educational programs. The Office of Student Accessibility Services (OSAS) is responsible for the determination of appropriate accommodations for students who encounter disability-related barriers. Once a student has completed the OSAS process (registration, initial appointment, and submitted documentation) and accommodations are determined to be reasonable and appropriate, a Letter of Accommodation (LOA) will be available to generate for each course. The LOA must be given to each course instructor by the student and followed up with a discussion. This should be done as early in the semester as possible as accommodations are not retroactive. More information can be found at osas.usc.edu. You may contact OSAS at (213) 740-0776 or via email at osasfrontdesk@usc.edu.
Support Systems
Counseling and Mental Health – (213) 740-9355 – 24/7 on call
studenthealth.usc.edu/counseling
Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention.
National Suicide Prevention Lifeline – 1 (800) 273-8255 – 24/7 on call
suicidepreventionlifeline.org 公共管理网课代上
Free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week.
Relationship and Sexual Violence Prevention Services (RSVP) – (213) 740-9355(WELL), press “0” after hours – 24/7 on call
studenthealth.usc.edu/sexual-assault
Free and confidential therapy services, workshops, and training for situations related to gender-based harm.
Office for Equity, Equal Opportunity, and Title IX (EEO-TIX) – (213) 740-5086
eeotix.usc.edu
Information about how to get help or help someone affected by harassment or discrimination, rights of protected classes, reporting options, and additional resources for students, faculty, staff, visitors, and applicants.
Reporting Incidents of Bias or Harassment – (213) 740-5086 or (213) 821-8298
usc-advocate.symplicity.com/care_report
Avenue to report incidents of bias, hate crimes, and microaggressions to the Office for Equity, Equal Opportunity, and Title for appropriate investigation, supportive measures, and response.
The Office of Student Accessibility Services (OSAS) – (213) 740-0776
osas.usc.edu
OSAS ensures equal access for students with disabilities through providing academic accommodations and auxiliary aids in accordance with federal laws and university policy.
USC Campus Support and Intervention – (213) 821-4710
campussupport.usc.edu
Assists students and families in resolving complex personal, financial, and academic issues adversely affecting their success as a student.
Diversity, Equity and Inclusion – (213) 740-2101
diversity.usc.edu
Information on events, programs and training, the Provost’s Diversity and Inclusion Council, Diversity Liaisons for each academic school, chronology, participation, and various resources for students.
USC Emergency – UPC: (213) 740-4321, HSC: (323) 442-1000 – 24/7 on call
dps.usc.edu, emergency.usc.edu
Emergency assistance and avenue to report a crime. Latest updates regarding safety, including ways in which instruction will be continued if an officially declared emergency makes travel to campus infeasible.
USC Department of Public Safety – UPC: (213) 740-6000, HSC: (323) 442-120 – 24/7 on call
dps.usc.edu
Non-emergency assistance or information.
Office of the Ombuds – (213) 821-9556 (UPC) / (323-442-0382 (HSC)
ombuds.usc.edu
A safe and confidential place to share your USC-related issues with a University Ombuds who will work with you to explore options or paths to manage your concern.
Occupational Therapy Faculty Practice – (323) 442-3340 or otfp@med.usc.edu
chan.usc.edu/otfp
Confidential Lifestyle Redesign services for USC students to support health promoting habits and routines that enhance quality of life and academic performance.
Class Sessions and Reading Assignments 公共管理网课代上
Session 1: Introduction and Overview (Aug. 22)
Pearce & Sowa – Chapter 1: Why Organizational Behavior, and Chapter 2: Why Managers
Session 2: Organizations Evolving (Aug. 29)
Laloux – Chapter 1.1: Changing Paradigms: Past and Present Organizational Models, from Reinventing Organizations: A Guide to Creating Organizations Inspired by the Next Stage of Human Consciousness
Soni – A General Framework for Understanding 21st Century Public Sector Organizations
Lee & Edmondson – Self-Managing Organizations: Exploring the Limit of Less-Hierarchical Organizing
Tapscott & Williams – Government 2.0: Transforming Government and Governance for the Twenty-First Century
Labor Day Holiday (Sept. 5)
Section 1 – Behavioral Foundations
Session 3: Understanding People (Sept. 12)
Robbins & Judge – Chapter 4: Personality and Values, from Essentials of Organizational Behavior (11th ed.)
Sadri – Emotional Intelligence and Leadership Development
Chapman – Fostering Career Management Using Career Anchor Theory
Ellemers & Haslam – Social Identity Theory
Session 4: Perceiving Situations (Sept. 19)
Pearce & Sowa – Chapter 3: How to Hire
Bodenhausen & Morales – Social Cognition and Perception [skim, focus on main points]
Kramer – Sensemaking
Good et al. – Contemplating Mindfulness at Work: An Integrative Review [skim, focus on main points]
Session 5: Making Decisions (Sept. 26)
Pearce & Sowa – Chapter 4: Making Sense of Feelings in Public Service Work
Hammond et al. – The Hidden Traps in Decision Making 公共管理网课代上
McAuliffe & Chenoweth – Leave No Stone Unturned: The Inclusive Model of Ethical Decision Making
Sadler-Smith & Shefy – The Intuitive Executive: Understanding and Applying ‘Gut Feel’ in Decision-Making
Section 2 – Managerial Basics
Session 6: Motivating Employees (Oct. 3)
Pearce & Sowa – Chapter 6: Encouraging and Rewarding Performance
Perry et al. – Motivating Employees in a New Governance Era: The Performance Paradigm Revisited
Christensen et al. – Public Service Motivation Research: Lessons for Practice
Organ – Organizational Citizenship Behavior: Recent Trends and Developments
Session 7: Improving Performance (Oct. 10)
Pearce & Sowa – Chapter 5: Managing Performance
Pulakos & O’Leary – Why Is Performance Management Broken?
Cannon & Witherspoon – Actionable Feedback: Unlocking the Power of Learning and Performance Improvement
Klimoski & Hu – Improving Self Awareness and Self Insight
Session 8: Exerting Influence (Oct. 17)
Pearce & Sowa – Chapter 10: Using Power Effectively in Public Service Organizations
Lingo & McGinn – A New Prescription for Power
Cross et al. – Building Engagement from the Ground Up
Holbrook – Using Performative, Distributive, Integrative, and Transformative Principles in Negotiation
Section 3 – Group Dynamics
Session 9: Utilizing Teams (Oct. 24)
Pearce & Sowa – Chapter 8: Creating and Managing Effective Teams
Surowiecki – Chapter 9: Committees, Juries, and Teams: The Columbia Disaster and How Small Groups Can Be Made to Work, from The Wisdom of Crowds
Wolff et al. – The Link between Group Emotional Competence and Group Effectiveness
Bernstein et al. – Beyond the Holacracy Hype 公共管理网课代上
Session 10: Facilitating Participation (Oct. 31)
Ashmos et al. – What a Mess! Participation as a Simple Managerial Rule to ‘Complexify’ Organizations
Heierbacher – Dialogue and Deliberation
Schwarz – The Skilled Facilitator Approach
Kolb – Conflict Management Principles for Groups and Teams
Session 11: Enabling Collaboration (Nov. 7)
Pearce & Sowa – Chapter 7: Understanding the Social Environment in Public Service Organizations
Scott – Creating a Collaborative Workplace: Amplifying Teamwork in Your Organization
O’Leary – Becoming and Being an Effective Collaborator
Gratton & Erickson – Eight Ways to Build Collaborative Teams
Section 4 – Systemic Issues
Session 12: Shaping Culture (Nov. 14)
Pearce & Sowa – Chapter 9: Understanding Cultures
Glisson – The Role of Organizational Culture and Climate in Innovation and Effectiveness.
Hartmann & Khademian – Culture Change Refined and Revitalized: The Road Show and Guides for Pragmatic Action
Ruijer & Huff – Breaking through Barriers: The Impact of Organizational Culture on Open Government Reform
Session 13: Managing Diversity (Nov. 21)
Ospina – Managing Diversity in Civil Service: A Conceptual Framework for Public Organizations
Adler – Chapter 2: How Cultural Differences Affect Organizations, from International Dimensions of Organizational Behavior (5th ed.)
Shih et al. – Working to Reduce the Effects of Discrimination: Identity Management Strategies in Organizations 公共管理网课代上
Bordas – Introduction: Diversity is Transforming Leadership, from Salsa, Soul, and Spirit: Leadership for a Multicultural Age
Session 14: Leading Change (Nov. 28)
Pearce & Sowa – Chapter 11: Leading Others
Senge – Leadership in Living Organizations
Brown & Wyatt – Design Thinking for Social Innovation
Crosby et al. – Public Value Creation through Collaborative Innovation
Final Project Presentations (Dec. 12)
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