LEOC 413. Appreciative Inquiry & the Positive Organizational Scholarship of Change Leadership. 2.5 Units.

This course explores and develops the art of reading and understanding social systems in ways that help us imagine, design and develop organization excellence. First it seeks to show how many of our conventional ideas about organizations are based on discourse and metaphors that lead us to see and understand organizations in partial and often limiting ways. Growing research from the domains of Positive Psychology and Positive Organization Scholarship and the theory and practice of Appreciative Inquiry will be explored to show how we can create new and more positive, strength-based ways of designing and developing social systems. Includes presentations, guest lectures and panel discussions on current topics of interest for the Master of Science in Leadership and Organizational Change (MLOC) candidates. Led by a faculty member of the Department of Organization Behavior, these dialogues and seminars will be presented in several of the six main residencies of the MLOC program. Reflective essays and integrative papers will enable participants to explore their practice of OD, leadership capacity, application of learnings from the program and deeply held values related to current issues and opportunities in the domain of human systems change and development. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 414A. Managing Organizational Change and Real-World Challenges. 1 Unit.

This is a hands-on course designed to provide students with the direct experience of tackling specific challenges assigned by the instructor in one of four thematic areas of mastery: 1) Leadership (emotionally intelligent leadership, or coaching with compassion) 2) Inclusive Leadership (diversity, equity, and inclusion) 3) OD & Systemic Change (appreciative inquiry, BAWB, positive impact interventions) 4) Team Effectiveness (managing & facilitating teams effectively or building and managing high performance teams). This is part one of a two-part course. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 414B. Managing Organizational Change and Real-World Challenges. 2 Units.

This is a hands-on course designed to provide students with the direct experience of tackling specific challenges assigned by the instructor in one of four thematic areas of mastery: 1) Leadership (emotionally intelligent leadership, or coaching with compassion) 2) Inclusive Leadership (diversity, equity, and inclusion) 3) OD & Systemic Change (appreciative inquiry, BAWB, positive impact interventions) 4) Team Effectiveness (managing & facilitating teams effectively or building and managing high performance teams) This is part two of a two-part course. Offered as LEOC 414B and MPOD 414B. Prereq: LEOC 414A.

LEOC 416. Coaching for Leadership Effectiveness and Development. 2.5 Units.

Leadership with emotional intelligence will be examined by studying a number of topics and applying them to two major case studies: 1) a CEO; and 2) yourself. In this context, coaching the development of leadership will be a major topic throughout the course. This course will explore questions such as: Who are effective leaders? Are they different from effective managers? How do they think and act? What makes us want to follow them? How are leaders developed? What and how can people (you) help/coach others develop their competencies to become more effective leaders? Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 418. Flourishing Enterprise. 2 Units.

Global issues such as climate change and food security, as well as heightened expectations for personal health and well-being in the workplace, are introducing greater levels of complexity into business strategy and operations, with far-reaching implications for customer satisfaction and employee engagement. Effective handling of these issues can lead to new sources of revenue generation and cost efficiency, as well as reputational value, while failure to do so can lead to financial and competitive risk. Offered as LEOC 418 and MPOD 418. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 431A. Team Effectiveness and Dynamics. 2 Units.

The objectives of this course are to: Develop the capacity to see and assess team development. Recognize and understand the characteristics of effective teams and groups. Practice observing, intervening, and using team skills. Facilitate integration of your unique perspective, skills, and talents in working with teams. Further prepare you to be an effective team leader, team facilitator, consultant to team leaders and team members. This is part one of a two-part course. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 431B. Team Development and Dynamics. 1 Unit.

The objectives of this course are to: Develop the capacity to see and assess team development. Recognize and understand the characteristics of effective teams and groups. Practice observing, intervening, and using team skills. Facilitate integration of your unique perspective, skills, and talents in working with teams. Further prepare you to be an effective team leader, team facilitator, consultant to team leaders and team members. This is part two of a two-part course. Offered as LEOC 431B and MPOD 431B. Prereq: LEOC 431A.

LEOC 432. Interpersonal Skills Building for Transforming Organizations. 2.5 Units.

Interpersonal and team dynamics. It will help you build more open and effective relationships among peers and clients by improving your ability to cooperate with and lead others to work effectively in today's increasingly team-oriented organizations. The emphasis of this course is on learning about oneself in the context of others and using these insights to facilitate learning in the groups you lead. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 435. Practicum in Appreciative Inquiry and Positive OD. 3 Units.

This course develops participants' consultative skills. Competence in role entry and development, data collection, intervention and evaluation is gained through class exercises and field projects. The focus is on developing a problem-centered approach to intervening in organizations that minimizes reliance on programmed techniques and maximize collaborative innovation and learning between client and consultant. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 439. Individual Mastery Projects. 3 Units.

The objectives of this course are to: 1) demonstrate the ability to frame and design a clear cut action research project applied to a given organizational development challenge or improvement opportunity; 2) show the ability to engage and mobilize others in a collaborative effort toward a collective outcome; 3) employ a defined change process and use theory from the field of OD (e.g., AI, EI, Sustainability, Organization Design, Strategic Thinking, etc.) to inform practice; 4) evince the ability to sustain momentum during the course of a project, while navigating the complexities that one normally encounters in an effort to complete the action research cycle; 5) provide evidence that theorganization development change project has had a positive benefit or impact; and 6) reveal sufficient self-reflection and mindfulness in ways that further your own and others personal or professional development. These six objectives will fundamentally be the same competencies that I will look for in grading Part 1 and Part 2 of your assignment. Toward these ends, you are expected to plan and execute a significant organization development, and/or change project with an ongoing client or employer. Emphasis is placed on the craft of developing projects that are consistent with one's current skills, career plans, and developmental needs that can be combined with the needs, opportunities, readiness, and resources of the client organization. Offered as LEOC 439 and MPOD 439. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 440. Inclusive Leadership. 3 Units.

The purpose of this course is to help you understand the current theories and effective practices of inclusive leadership, and through this understanding, to help you enhance your own leadership practices and capabilities. We will examine the methods, challenges, trade-offs, and frontiers of inclusive leadership through application of leadership concepts to case studies. Student teams will identify and conduct an at-a-distance project studying a global executive. The course will facilitate the development of personal efficacy for working with and supervising diverse others-those from different nations/cultures, races/ethnicities, genders, age groups, religions and lifestyles who may have different values, perspectives, approaches and abilities. As you gain self-awareness of the impact of your own identity, you will clarify your own approaches and styles and become more authentic as a leader and change agent. You will also develop practical knowledge about enabling team cultures of engagement and inclusion. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 470. Leading Change from a Complexity Perspective. 2.5 Units.

In this course, we will continuously attempt to answer two questions: (1) What is the process of sustained, desirable change? and (2) What is the role of a leader? Concepts from complexity theory will be used, including understanding the multilevel nature of SDC at the individual, dyad, team, organization, community, country, and global levels. Intentional Change Theory (ICT) will be used as the organizing concept for the changes studied. In this context, coaching the development of leadership will be a major topic throughout the course. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 479. Organization Innovation. 3 Units.

This course focuses on the creative process and innovation journey at all levels -- individual, group, organization, and leadership. In this class we will explore creativity from several angles with a particular focus on the conditions that facilitate creativity and innovation. Offered as LEOC 479 and MPOD 479. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

LEOC 480. Dynamics of Creativity and Innovation in Organizations. 3 Units.

This course focuses on the creative process and innovation journey at all levels -- individual, group, organization, and leadership. In this class we will explore creativity from several angles with a particular focus on the conditions that facilitate creativity and innovation. This course will: 1) highlight the major current trends and changes that affect the nature of managerial work; 2) describe how OD practitioners and consultants need to factor such trends into their consulting strategies; 3) differentiate between types of interventions, the circumstances in which they apply and their unique strengths; 4) provide background theories that explain the challenges inherent in mobilizing positive change; 5) describe ways to bridge the gap between knowing and doing in order to build organization resilience; and 6) introduce a variety of consulting techniques and skills that the students can add to their repertoire. Prereq: Enrolled in the Master of Science in Leadership and Organizational Change (MLOC) program.

ORBH 230. The Mindset and Skills of Effective Teamwork. 3 Units.

It is no exaggeration to say that we have been working in teams throughout the history of humankind. But it is important that we not equate experience with expertise. There is an enormous body of literature on the science of teamwork, yet most individuals have never had any formal training or feedback on their teamwork skills in a workplace setting. We know that this lack of formal education and training on effective workplace teamwork is detrimental to our future success. While more than 90% of employees in a variety of settings report that teamwork is critical to the success of their organization, fewer than 25% of them believe that their teams are effective. Many of them acknowledge that they lack the knowledge and skills required to improve the effectiveness of their teams. Based on the science of teamwork, in this course you will learn the mindset, knowledge, skills, and attitudes that are essential for effective teamwork while completing an authentic and meaningful, campus-based team project. We will focus on individual- and team-level attributes that are important for effective teamwork, including self-reflection, self-regulation, curiosity, vulnerability, interpersonal communication, project management, team leadership, giving and receiving deconstructive feedback, conflict management, and negotiation skills. We will use a variety of educational formats, including independent study, self-reflection, small group discussions and exercises, team challenges, large group discussions and debriefs, individual and team written assignments, experiential learning, and team presentations. As a communication-intensive course, students will use writing and other forms of communication to enhance their learning of the course content. Students will also use writing and other forms of communication to engage with course topics and questions in ways that demonstrate their growing participation in academic inquiry and knowledge making. Counts as a Communication Intensive course.

ORBH 240. Ethics for the Real World: Developing a Code of Ethics to Guide Decisions in Work and Life. 3 Units.

This seminar addresses two major questions: (1) How do the contexts of our lives affect ethical behavior? and (2) How can we develop our character to manage ethically compromising personal and organizational challenges, while being authentic? Using experiential methods, reflective writing, and dialogue to help students discover individual ethical principles guiding behavior. We examine legacies from religion, spiritual teaching, and cultural upbringing (family, schools, friends, community, and nation), and moral philosophy to explore important personal values to build leadership character. These serve as standards of behavior to help decision-making in difficult contexts. With a focus on values and virtues, the course helps students think about the type of person they want to be and the sort of world they want to help create. Included are practical exercises for development of a code of ethics, an iterative process articulating principles of moral construction. These can serve as a foundation for character development, integrity, and moral courage for ethical decision-making to confidently address challenges throughout life. Counts as a Communication Intensive course. Counts as a Human Diversity & Commonality course. Counts as a Moral & Ethical Reasoning course. Prereq: Academic Inquiry Seminar (AIQS) or SAGES First Seminar.

ORBH 250. Leading People: The Practice, Theory, and Reality of Leadership (LEAD I). 3 Units.

The principal goals of this course are to help students learn about leaders and the real-world context in which they function, gain self-awareness of their own leadership vision and values, understand the options they have for careers in management based on their own aptitudes, orientations and expertise, and develop the fundamental skills needed for success in a chosen career. Through a series of case studies, experiential activities, assessment exercises, group discussions, meeting leaders, and peer coaching, the course helps students understand the practice, theory, and reality of leadership in today's organizations, formulate their own career and life vision, assess their skills and abilities, and design a development plan to reach their objectives. The course enables students to see how effective leadership contributes to organizational performance and the production of value, and how for many organizations, effective leadership is the driver of competitive advantage. Credit for at most one of ORBH 250 and ORBH 396 can be applied to hours required for graduation. Prereq: Sophomore standing and an Academic Inquiry Seminar (AIQS) or SAGES First Seminar.

ORBH 251. Leading Organizations (LEAD II). 3 Units.

The principal goal of this course is to help students enhance their leadership skills by understanding how organizations function through the lenses of structure, culture, and power/politics. The course enables students to discern how leaders function effectively as they integrate goals, resources and people within these constraints. Students learn about these organizational lenses while developing their own leadership and professional skills. Prereq: ORBH 250 or ORBH 396 and at least Sophomore standing.

ORBH 303. Developing Interpersonal Skills for Leading. 3 Units.

This course is designed for students who want to increase their understanding of interpersonal and team dynamics. It will help you build more open and effective relationships and improve your ability to cooperate with and lead others unlike you--whether from biology or life history--to work effectively in today's increasingly team-oriented organizations. The emphasis of this course is on learning about oneself in the context of others, learning about diverse others, and using these insights to facilitate growth in skills in the groups you lead.  The course revolves around student-led conversations, courageous expression of needs and concerns, and written reflections.  Listening is valued as highly as speaking.  Due to its many opportunities to be exposed to others' experiences, views, and needs, this course satisfies the Human Diversity and Commonality Perspective Requirements of the GER. Counts as a Human Diversity & Commonality course. Prereq: At least sophomore standing.

ORBH 310. The Art and Science of High-Functioning Teams. 3 Units.

Welcome to "The Art and Science of High-functioning Teams"! In this course you will practice and learn how to contribute to a team effectively, while being mindful of building meaningful human relationships. This is a key life skill for building and contributing to the teams that you will encounter as you pursue collective efforts at work, school, and in your home and community. Although teamwork is a ubiquitous part of our everyday lives, many of us know little about the strategy and psychology of effective teamwork. This is an introductory course on teamwork, or on the art and science of integrating the efforts of diverse parties to produce some meaningful collective outcome. Understanding your own teamwork style and what drives others is essential for success in teamwork. This kind of knowledge can only be gained through experience and this course provides a series of simulations and debriefings that address a variety of influences and processes in teamwork. Each simulation has been chosen to highlight the central concepts that underlie the art and science of high-functioning teamworks. You will also learn about the practice of high-functioning teamwork in the real-world through engagement with communities beyond the classroom to understand how teamwork provides for societal and collective responsibility. Counts as a Local & Global Engagement course.

ORBH 320. History of Labor & Unions in Business & Society; What Executives Need to Know to Manage Effectively. 3 Units.

This course will explore the history of work and "what unions do" from colonial times to the present with the focus on the evolution of labor and industry in America. Perspectives on work, worker organizations, employers, and the response of large industrial entities in historical and contemporary contexts, will be considered as these perspectives were shaped by immigrant status, race, ethnicity, religious views, as well as local and global economic, political, and social factors. The course is designed to provide students the knowledge and tools needed to manage effectively and collaboratively with unions. Themes include "Who Built America," a history of laboring people in America, the organization of workers and accompanying management ideologies, the relationship of unions to productivity and Democratic processes. We will study how immigrant organizations, established Churches, and local political parties reacted to early union organizing movements as well as the reaction of political and industrial elites. Readings and discussions will also cover the sources and forms of conflict between workers and employers, changes in technology, production, and workplace organization in an emerging market and capitalistic society. Students will consider the impact of immigration, racism and sexism in the labor movement and diverse types of unions and worker associations formed during select periods in American history. Throughout the course we will revisit the on-going debate over the goals and purposes of unions and best ways to manage the organizational and political processes associated with unionization. Students will study how labor unions were and are affected by an international economy as well as how working people and their unions impacted and shaped society and political processes through sometimes mutual (and often antagonistic) interaction. We will look at how the labor movement's ability to improve their members' living standards and working conditions widely fluctuated throughout history. Students will have an opportunity to engage with local unions and union management organizations to study contemporary local and global questions and controversies surrounding police unions, those representing Amazon or Starbucks employees, and the actions of unions in entertainment or sports industry. We will revisit best practices; essential for those who will eventually manage in industry, international corporations, arts and education, and the non-profit world, to work empathetically, collaboratively, and efficiently with unionized employees. The course includes actual local engagement with unions and union members. Offered as HSTY 327 and ORBH 320. Counts as a Local & Global Engagement course.

ORBH 325. Human Resource Management: Managing Talent for More Effective Outcomes. 3 Units.

This course introduces the art and science of managing people to enable them to function effectively in social systems! We will look at how to recruit, assess and retain talented individuals, how to assess the value of a position, how to obtain what you are worth, how to interview for and obtain jobs, and how to manage disciplinary challenges at work. This course will assist future leaders understand how an effective human resources strategy contributes to individual, organizational, and societal good. Students will discuss emerging trends in human resource management (HRM) and what future managers and leaders can do to ensure an inclusive approach resulting in positive and measurable outcomes. Topics will include how to evaluate and negotiate compensation, how organizations determine what a job is worth, recruitment and selection, best practices to interview prospective employees, how to handle problem employees, labor management relations, negotiating with unions, how employers assess performance, managing people working in international companies, and how the HRM function helps leaders execute the organization's strategy to enable employees and organizations to maximize personal and organizational growth.

ORBH 330. Quantum Leadership: Creating Value for You, Business, and the World. 3 Units.

This course is designed to help you develop your leadership skills and capabilities aimed at flourishing, defined as "to grow well, to prosper, to thrive, to live life to the fullest." It emphasizes the growing desire for wellbeing through practices that cultivate the self, and for a better understanding of the social, ethical, and global choices facing business. One such choice is whether to focus a company's for-profit activities only on "doing less harm", or to choose to also pursue "making a positive impact" through activities that increase prosperity, improve wellbeing, and regenerate nature. Other such choices are critically examined during the semester. The goal is changing who leaders are being, not only what they are doing, through daily practices that increase their awareness of how their actions impact others and the world. Through the course, students experiment with a variety of practices in an action learning process that allows them to experience a greater connection to self, others, and nature. Recent research shows that such direct-intuitive practices support personal wellbeing, team collaboration, and corporate citizenship behavior as part of an upward spiral in leadership effectiveness and life satisfaction. The most exciting aspect of this class is encouraging students to see themselves as positive change agents, with the ability to make a positive impact on the world through living their most fulfilling and flourishing selves. Offered as ORBH 330 and ORBH 430. Counts as a Full-Semester Wellness/Non-movement course. Counts as a Moral & Ethical Reasoning course.

ORBH 360. Independent Study. 1 - 6 Units.

This course is set up individually upon conference between student and Organizational Behavior faculty member designed in consult with the student's advisor if necessary in order to engage and challenge student with topics in organizational behavior.

ORBH 375. Building Leadership Character: Ethics in Action. 3 Units.

The course engages students in moral and ethical reasoning, examining effective ethical leadership in different contexts, across cultures, within organizations, and individuals. It draws on theories of virtue ethics, deontological ethics, utilitarian ethics, relational ethics, and indigenous wisdom. Students reexamine their own ethical character, cultural values, and social consequences of choices through dialogue, feedback, reflection, and action as they engage in a self-reflective journey to develop ethical astuteness for personal and organizational benefit. Uses cases involving ethical crises and ethical leadership examples from across the world. Counts as a Communication Intensive course. Counts as a Moral & Ethical Reasoning course. Counts as a Understanding Global Perspectives course. Prereq: Sophomore standing and an Academic Inquiry Seminar (AIQS) or SAGES First Seminar.

ORBH 380. Managing Negotiations. 3 Units.

In this course you will practice and learn how to negotiate effectively, while being mindful of building meaningful human relationships. This is a key life skill for dealing with the relationships you will navigate everyday for the rest of your life, with potential employers, coworkers, roommates, landlords, parents, bosses, merchants, service providers, etc. Although negotiations are a ubiquitous part of our everyday lives, many of us know little about the strategy and psychology of effective negotiations. Why do we sometimes get our way, while at other times we walk away feeling frustrated by our inability to achieve the agreement we desire? This is an introductory course on negotiations, or on the art and science of securing agreements between two or more parties who are interdependent and who are seeking to maximize their outcomes. Understanding your own negotiation style and what drives others in negotiations is essential for success at negotiating. This kind of knowledge can only be gained through experience and this course provides a series of simulations and debriefings that address a variety of bargaining processes in the contexts of deal making and dispute resolution. A central thread across the negotiation simulation experience is the ethical character that you will exercise and develop over time; our planning and execution of negotiation strategy will take into account virtue ethics and character strengths. By the end of these experiences, students will be able to identify and evaluate moral and ethical aspects of the interpersonal bargaining and conflict management situations they will face. Counts as a Full-Semester Wellness/Non-movement course. Counts as a Moral & Ethical Reasoning course. Prereq: At least sophomore standing.

ORBH 391. Leadership in Diversity and Inclusion: Towards a Globally Inclusive Workplace. 3 Units.

This course addresses workforce diversity issues from individual, group, and organizational perspectives. The focus is on innovative ways of utilizing today's culturally expanding workforce. Emphasis is on the "what and how" for managers in developing a corporate culture that embraces diversity, helping them in learning to work with, supervise and tap the talent of diverse employees within their organizations. Included are methods for modifying systems to attract, retain, develop, and capitalize on benefits of the new workforce demographics. Offered as ORBH 391 and WGST 391. Counts as a CAS Global & Cultural Diversity course. Counts as a Human Diversity & Commonality course.

ORBH 403. Developing Interpersonal Skills for Managers. 3 Units.

This course is intended to sharpen students' skills in the art of relating successfully to other individuals and groups. The course uses an intensive group experience to make students more aware of how their actions affect others, more capable of giving and receiving interpersonal feedback, and more cognizant of processes through which groups work. Several Saturday classes.

ORBH 412. Leading Organizational Change. 3 Units.

This course is designed to advance your skills in leading organizational change. The course will improve your understanding and skills in leading positive change in groups and organizations, and on how to create, foster and manage organizations in which people thrive and perform at their best. The course helps you develop strategies, approaches, and mindsets that help you to create a high-performance culture. The course helps you to drive transformation and foster inclusive, sustainable change, to empower others in your organization to unleash their leadership potential. We will particularly adapt a strength-based approach, a systematic search for those capacities and processes that strengthen a human system. The core question that we will seek to address is: how can we create and lead human systems that are as intelligent as its members? Our learning approach will involve not only readings and lectures, but also active inquiry. The rationale for this approach is simple -- leading organizational change is an active and non-linear process that is accomplished with others and requires an understanding of non-traditional models. The purpose of this course is to appreciate the dynamics of leading change in complex systems. The course will increase your capacity to diagnose complex human systems and understand the dynamics by which teams and organizations learn and change. This course is both philosophical (i.e., reflective) and practical. It is philosophical in the sense that you will be encouraged to think about implicit assumptions regarding human nature and how organizations function and you will be challenged to expand some of these theories. It is practical in the sense that emphasis will be placed on strategies and technologies for diagnosis and planning. Organizations are a combination of structures, values, processes, and relationships that bring people together to achieve a common goal. However, organizations do not operate in isolation--they are embedded in complex social, political and financial contexts. Effective leadership requires the ability to discern and balance competing demands and tensions that are inherent in organizations. This course provides an overview of organizational theories to help leaders understand and be successful in these contexts. By looking at organizations through metaphorical lenses, such as machines, brains, and organisms, students learn how to create new options for organizational success in ever-changing operating environments. We will use theories and case studies to develop insights and innovative approaches to organizational change. Your final deliverable will be the creation of a plan to map out your capstone applied research project. The fields of organization development and human systems change are going through a theoretical metamorphosis in which change has become much less about detection of error, analysis of chronic problems, or exclusive treatment of what is deficient, broken or missing. Like the exciting shift in medicine from anti-biotics to pro-biotics or the movement in psychology from analysis of dysfunctions to examination of human strengths, the field of organization and management theory finds itself in the midst of a positive revolution in change. This shift is elevating and extending our images of what it means to organize, what it means to transform organizations, and what it means to be a change leader or change agent. Cameron, Dutton, and Quinn (2003) have framed this move as an "exciting new field of study in the organizational sciences"--the field of "positive organizational scholarship." This course is designed to advance your understanding and skills in leading strength-based change and on how to create, foster and manage organizations in which people thrive and perform at their best. Key Learning Objectives: 1. To understand the human dimensions of change management. 2. To review best practices in managing organizational change with particular focus on overc

ORBH 413. Economics of Negotiation and Conflict Resolution. 3 Units.

Students frequently enroll in a negotiation class with one thought in mind--negotiating a better job offer from an employer. They soon learn, however, that negotiation skills can do far more than improve a paycheck. Negotiations occur everywhere: in marriages, in divorces, in small work teams, in large organizations, in getting a job, in losing a job, in deal making, in decision making, in board rooms, and in court rooms. The remarkable thing about negotiations is that, wherever they occur, they are governed by similar principles. The current wave of corporate restructuring makes the study of negotiations especially important for M.B.A.s. Mergers, acquisitions, downsizing and joint ventures call into question well established business and employment relationships. Navigating these choppy waters by building new relationships requires the negotiation skills that you will learn in this class. Offered as ECON 431 and ORBH 413.

ORBH 430. Quantum Leadership: Creating Value for You, Business, and the World. 3 Units.

This course is designed to help you develop your leadership skills and capabilities aimed at flourishing, defined as "to grow well, to prosper, to thrive, to live life to the fullest." It emphasizes the growing desire for wellbeing through practices that cultivate the self, and for a better understanding of the social, ethical, and global choices facing business. One such choice is whether to focus a company's for-profit activities only on "doing less harm", or to choose to also pursue "making a positive impact" through activities that increase prosperity, improve wellbeing, and regenerate nature. Other such choices are critically examined during the semester. The goal is changing who leaders are being, not only what they are doing, through daily practices that increase their awareness of how their actions impact others and the world. Through the course, students experiment with a variety of practices in an action learning process that allows them to experience a greater connection to self, others, and nature. Recent research shows that such direct-intuitive practices support personal wellbeing, team collaboration, and corporate citizenship behavior as part of an upward spiral in leadership effectiveness and life satisfaction. The most exciting aspect of this class is encouraging students to see themselves as positive change agents, with the ability to make a positive impact on the world through living their most fulfilling and flourishing selves. Offered as ORBH 330 and ORBH 430. Counts as a Full-Semester Wellness/Non-movement course. Counts as a Moral & Ethical Reasoning course.

ORBH 450. Executive Leadership. 3 Units.

The purpose of this course is to help students understand the current theories and effective practices of executive leadership, and through this understanding, to help enhance their own leadership practices and capabilities. We will examine the methods, challenges, trade-offs, and frontiers of executive leadership through application of leadership concepts to actual case studies. Student teams will identify and conduct at-a-distance and in-depth projects studying executive leaders. The course aims at answering questions such as: Who are leaders? Are leaders different from managers? How do the most effective leaders think and act? What are the recent trends in the practices of executive leadership? What competencies do leaders need to lead in a complex, global, and interdependent world? What situations create leaders or foster their emergence? How are leaders developed? What makes us want to follow leaders? How can executive leaders most effectively relate with their teams and stakeholders? How do leaders engage positively with their authority, power, and influence? What are the personal costs of being a leader?

ORBH 451. Alternative Dispute Resolution. 3 Units.

Students will examine the processes of alternative dispute resolution (ADR) through reading materials, videotapes, guest lectures, and simulation exercises. Particular emphasis will be given to the interaction of lawyers and clients in business negotiations and in litigation. Negotiation, arbitration, mediation, and the mini-trial will be examined. The class will also cover impediments to ADR, such as lack of understanding or hostility on the part of clients or lawyers.

ORBH 460. Women in Organizations. 3 Units.

This course addresses important leadership and management issues concerning women in organizations. The course provides complex understandings of issues pertinent to professional women and work such as sex role typing, sex-based discrimination, equal pay, sexual harassment, work-family balance, women's leadership and women's career issues and development. The course helps students increase self-knowledge about their own values and practices as well as enhance their capabilities as leaders and managers. We will examine the opportunities, challenges, trade-offs, and organizational dynamics experienced by women in work settings, as well as the interpersonal, organizational, and societal structures and processes impacting women in organizations. Through a variety of course methods, students gain greater awareness of the gendered nature of work and organizations and learn effective strategies for women's career progress and effective participation in organizations.

ORBH 501. Special Problems and Topics. 1 - 18 Units.

This course is offered, with permission, to students undertaking reading in a field of special interest.

ORBH 510. Organizational Behavior Department Seminar. 1.5 Unit.

The OB Department Seminar is organized and managed by the first year PhD students. Seminar sessions will alternate between first year meetings and gatherings of the ORBH community of students, faculty and friends. Community sessions will be organized around research presentations of PhD Qualifying Papers, Dissertation Proposals and Dissertation Defense. Seminar Objectives: 1. To create and sustain an appreciative, intellectually nourishing learning space for the ORBH community that will support, inspire and empower us to explore the frontiers of scholarship in our field; 2.To provide a forum for sharing the ongoing research and scholarship of the department; 3. To develop productive collaborative research relationships; 4. To increase our collective knowledge of the current state of the art in OB and to develop productive collaborative research relationships; 4. To increase our collective knowledge of the current state of the art in OB and related fields.

ORBH 511. Micro Organizational Behavior. 1.5 Unit.

Examines the field of micro-organizational behavior. Specifically, the study of individuals and groups within an organizational context and the study of internal processes and practices as they affect individuals and groups. Major topics include individual characteristics such as beliefs, values and personality. Individual processes such as motivation, emotions, commitment, group and team processes, such as decision-making; organizational processes and practices such as goal setting, performance appraisal and rewards, and the influence of all of these on such individual, group and organizational outcomes as performance, job satisfaction, citizenship behaviors, turnover, justice, absenteeism and employee engagement.

ORBH 513. Appreciative Inquiry and Strength-Based Change. 1.5 Unit.

This course explores and develops the art of understanding social systems in ways that help us imagine, design and develop organization excellence. It seeks to show how many of our conventional ideas about organizations are based on discourse and metaphors that lead us to see and understand organizations in partial and often limiting ways. Growing research from the domains of Positive Psychology and Positive Organization Scholarship and the theory and practice of Appreciative Inquiry will be explored to show how we can create new and more positive, strength-based ways of designing and developing social systems.

ORBH 516. The Scholarship of Coaching. 1.5 Unit.

Coaching is a helping relationship in which one person assists another with change with respect to a person's behavior, attitudes, mental models, dreams of the future, etc. The popularity of the practice of coaching began to dramatically increase at least 20 years before scholars designed studies to test its efficacy. In this course, we will examine scholarly work in the coaching domain that has emerged. Prereq: Limited to ORBH PhD students only.

ORBH 520. Group and Interpersonal Analysis. 1.5 Unit.

This course is a review of major concepts and research in group dynamics and interpersonal relations. Topics concern face-to-face social interaction such as communication patterns, power, hierarchy, leadership, norms, goals, productivity, social theories of personality, and personal change through group methods. The course combines cognitive emphasis and personal experience-based learning.

ORBH 523. Design for Sustainable Value. 1.5 Unit.

The relationship between business and society--and the search for mutually beneficial advances between industry and the world's most pressing global issues--has become one of the defining issues of the 21st century. Throughout the world, immense entrepreneurial energy is finding expression, energy whose converging force is in direct proportion to the turbulence, crises, and the call of our times. Factories and buildings are being designed in ways that, surprisingly, give back more clean energy to the world than they use. Bottom-of-the-pyramid strategies and micro-enterprise models are demonstrating how business can eradicate poverty through profitability. Companies are designing products that leave behind no waste--only "food" that becomes input into their biological or technological cycles. And macrowikinomics--everything from telepresence to megacommunity--is rebooting our capacity for human cooperation and global action. Prereq: Limited to ORBH PhD students only.

ORBH 525. Leading Change from a Complexity Perspective. 1.5 Unit.

Change is an enigma and yet sustained, desirable change (SDC) drivers adaptation, growth and life itself. In this course, we will continuously attempt to answer two questions: (1) What is the process of sustained, desirable change? and (2) What is the role of a leader, including their emotional and social intelligence? Concepts from complexity theory will be used, as well as case studies and longitudinal studies including understanding the multilevel nature of SDC at the individual, dyad, team, organization (including family business), community, country, and global levels. Intentional Change Theory (ICT) will be used as the organizing concept for the changes studied. Prereq: Limited to ORBH PhD students only.

ORBH 528. The Dynamics of Managing Effective Change. 1.5 Unit.

This course explores and develops an understanding of how individuals actually effect positive change and outcomes within an organization without the requisite authority or decision making power to do so. It seeks to show how managing a change process appears to follow a path of cumulative activities that in time produce a punctuated equilibrium--one that triggers a step up in performance. Such activities seem to be small episodes or learning cycles geared at converting inert knowledge into action; increasing awareness; reinforcing accountability, and/or attaining results. These findings will be compared and contrasted to existing change models and theories. Prereq: Limited to ORBH PhD students only.

ORBH 533. The Practice Turn in Organizational Research. 1.5 Unit.

In this course, doctoral students will develop an understanding of the role of practice and performativity in organizing. This involves exploring the link between doing and thinking by and between individuals in an effort to address larger issues of group- and organizational-level behavior. Students will examine elements of human behavior in organizational endeavors such as embodied cognition, and the enactment of structures and routines. Methods of "capturing" practice in organizing will also be discussed. By the end of the course, students will be expected to articulate how the practice perspective relates to their own research interests and future projects. Prereq: Limited to ORBH PhD students only.

ORBH 538. Research and Theory on Dynamical Behavior in Groups. 1.5 Unit.

This seminar exposes student to a variety of conversations in the study of group dynamics. Major topics include work on commons dilemmas, communal and exchange relationships, social facilitation, social loafing, social combination, and social creativity drawing deeply on our historical roots. It will also focus on current topical issues such as demographic faultlines, transactional memory, and issues of time and transition. Prereq: Limited to ORBH PhD students only.

ORBH 540. Social Exchange, Social Networks, and Social Capital in Organizations. 1.5 Unit.

In this course we will examine the nature of social exchange relationships in organizations. We will explore how individual perceptions regarding the quality of the relationship they have with their immediate supervisor, their work group, and the organization as an entity can impact their workplace attitudes and behaviors. Additionally, we will learn how the examination of networks of relationships can enhance our understanding of how individuals experience organizational life. The course will also provide a brief introduction to the theory, methods and procedures of social network analysis with an emphasis on applications to individual and organizational social capital.

ORBH 541. Organizational Systems. 1.5 Unit.

This course covers the use of general systems theory as a conceptual base for examining organizations from the macro-perspective. The course examines organizational structure and technology, organizations and interorganizational networks in interaction with their societal environments, and large-scale problems of organizational and social power, conflict and change. It is designed to present a large-scale perspective on organization theory and behavior that is complementary to the micro-perspective of organizational behavior.

ORBH 560. Research Methods I. 3 Units.

This course concerns itself with issues associated with the conduct of social research. The primary focus is on learning the "craft" of research and its associated technologies. Among the topics that are addressed are: scientific method; research terminology and definitions; search design; laboratory experiments; simulations; field experiments; field studies; measurement, reliability and validity; and sampling. This course is intended to help students acquire the skills necessary in undertaking dissertation-related research.

ORBH 565. Research in Gender and Diversity in Organizations. 1.5 Unit.

This course will provide a full range of feminist research methods exploring relationships between feminism and methodology involving a plurality of perspectives for conducting research and creating knowledge with an emphasis on collecting and interpreting qualitative materials. Particular attention is paid to understanding gender and diversity related phenomenon that occurs in the workplace. Classic feminist research from a variety of historical, societal, economic, interpersonal and organizational paradigms are incorporated. Coreq: ORBH doctoral students only.

ORBH 570. Learning and Development. 1.5 Unit.

This course provides an exploration of the learning and development paradigm underlying the human potential development approach to human resource development. The origins of this approach in the naturalist epistemologies John Dewey's pragmatism, Kurt Lewin's gestalt psychology, the work of James, Follett, Emerson, Piaget, Maslow, Rogers, and others and current research in adult development, biology and brain/mind research, artificial intelligence, epistemology, moral philosophy and adult learning will be considered. The course will focus on applications of these ideas to current issues in human resource development such as adult learning in higher education, advanced professional development, and large system learning and development. Coreq: ORBH doctoral students only.

ORBH 601. Special Problems and Topics. 1 - 18 Units.

This course is offered, with permission, to candidates undertaking reading in a field of special interest.

ORBH 701. Dissertation Ph.D.. 1 - 9 Units.

(Credit as arranged.) Prereq: Predoctoral research consent or advanced to Ph.D. candidacy milestone.

MPOD 414B. Managing Organizational Change and Real-World Challenges. 2 Units.

This is a hands-on course designed to provide students with the direct experience of tackling specific challenges assigned by the instructor in one of four thematic areas of mastery: 1) Leadership (emotionally intelligent leadership, or coaching with compassion) 2) Inclusive Leadership (diversity, equity, and inclusion) 3) OD & Systemic Change (appreciative inquiry, BAWB, positive impact interventions) 4) Team Effectiveness (managing & facilitating teams effectively or building and managing high performance teams) This is part two of a two-part course. Offered as LEOC 414B and MPOD 414B. Prereq: MPOD 414A.

MPOD 416B. Leadership and Executive Assessment and Development. 1 Unit.

Leadership with emotional intelligence will be examined by studying a number of topics and applying them to two major case studies: 1) a CEO; and 2) yourself. This course will explore questions such as: Who are effective leaders? Are they different from effective managers? How do they think and act? What makes us want to follow them? How are leaders developed? What and how can people (you) help others develop their competencies to become more effective leaders? (Part two of three) Prereq: MPOD 416A.

MPOD 416C. Leadership, Executive Assessment and Development. 1 Unit.

Leadership with emotional intelligence will be examined by studying a number of topics and applying them to two major case studies: 1) a CEO; and 2) yourself. In this context, coaching the development of leadership will be a major topic throughout the course. This course will explore questions such as: Who are effective leaders? Are they different from effective managers? How do they think and act? What makes us want to follow them? How are leaders developed? What and how can people (you) help/coach others develop their competencies to become more effective leaders? (Part three of a three-section course.) Prereq: MPOD 416B.

MPOD 418. Flourishing Enterprise. 2 Units.

Global issues such as climate change and food security, as well as heightened expectations for personal health and well-being in the workplace, are introducing greater levels of complexity into business strategy and operations, with far-reaching implications for customer satisfaction and employee engagement. Effective handling of these issues can lead to new sources of revenue generation and cost efficiency, as well as reputational value, while failure to do so can lead to financial and competitive risk. Offered as LEOC 418 and MPOD 418. Prereq: Open to MPOD candidates only.

MPOD 431. Experiential Learning for Individuals, Teams, and Organizations. 3 Units.

This course focuses on the theory of experiential learning and its application at the individual, team, and organizational levels of analyses. This course offers the chance for students to gain insight into their individual learning and adaptive styles, and how such styles impact the way they interact and have consequence for team. The course also explores how teams and organizations learn, and the effect that cultural determinants have on learning and adaptability. In addition, the course examines how learning theory can be applied to focused institutional development projects and educational processes. The course uses presentations, lectures, research findings, interactive activities, and class discussion. The current topics of interest are for the Masters in Positive Organization and Change (MPOD) candidates. It is led by a faculty member of the Department of Organization Behavior. Reflective essays and integrative papers will enable participants to explore their learning styles and that of their organizations and teams to strengthen the practice of OD and human systems change and development. Prereq: MPOD students only.

MPOD 431B. Team Development and Dynamics. 1 Unit.

The objectives of this course are to: Develop the capacity to see and assess team development. Recognize and understand the characteristics of effective teams and groups. Practice observing, intervening, and using team skills. Facilitate integration of your unique perspective, skills, and talents in working with teams. Further prepare you to be an effective team leader, team facilitator, consultant to team leaders and team members. This is part two of a two-part course. Offered as LEOC 431B and MPOD 431B. Prereq: MPOD 431A.

MPOD 439. Individual Mastery Projects. 3 Units.

The objectives of this course are to: 1) demonstrate the ability to frame and design a clear cut action research project applied to a given organizational development challenge or improvement opportunity; 2) show the ability to engage and mobilize others in a collaborative effort toward a collective outcome; 3) employ a defined change process and use theory from the field of OD (e.g., AI, EI, Sustainability, Organization Design, Strategic Thinking, etc.) to inform practice; 4) evince the ability to sustain momentum during the course of a project, while navigating the complexities that one normally encounters in an effort to complete the action research cycle; 5) provide evidence that theorganization development change project has had a positive benefit or impact; and 6) reveal sufficient self-reflection and mindfulness in ways that further your own and others personal or professional development. These six objectives will fundamentally be the same competencies that I will look for in grading Part 1 and Part 2 of your assignment. Toward these ends, you are expected to plan and execute a significant organization development, and/or change project with an ongoing client or employer. Emphasis is placed on the craft of developing projects that are consistent with one's current skills, career plans, and developmental needs that can be combined with the needs, opportunities, readiness, and resources of the client organization. Offered as LEOC 439 and MPOD 439. Prereq: Open to MPOD candidates only.

MPOD 470B. Leading Change from a Complexity Perspective. 1 Unit.

In this course, we will continuously attempt to answer two questions: (1) What is the process of sustained, desirable change? and (2) What is the role of a leader? Concepts form complexity theory will be used, including understanding the multilevel nature of SDC at the individual, dyad , team, organization, community, country, and global levels. Intentional Change Theory (ICT) will be used as the organizing concept for the changes studied. In this context, coaching the development of leadership will be a major topic throughout the course. Prereq: MPOD candidates only.

MPOD 479. Organization Innovation. 3 Units.

This course focuses on the creative process and innovation journey at all levels -- individual, group, organization, and leadership. In this class we will explore creativity from several angles with a particular focus on the conditions that facilitate creativity and innovation. Offered as LEOC 479 and MPOD 479. Prereq: Open to MPOD candidates only.

MPOD 498. Global Citizenship and Multi-Cultural OD: International Study Tour. 3 Units.

This course will broaden perspectives and knowledge of how OD principles and technologies are generated and applied in contexts and cultures outside of North America. Selected literature representing global perspectives on the practice of OD and field experiences will provide support and background for personal experience and reflection on cross-cultural issues in organizing. The primary learning context will be an intense, 10-day study tour to some country outside of North America to provide the participants with opportunities for: 1) comparative studies of OD practices in different cultural settings; 2) in-depth experiences with OD practitioners and students in a different national, regional and cultural context; 3) co-inquiry with non-North American students also involved in developing OD knowledge and skills; and 4) on-site organization visits outside of North America to observe and learn about on-going dynamic change efforts. Prereq: Open to MPOD candidates only.