Bus 610 week 5 - standardized instructor guidance

1. BUS 610
Week 5

2. BUS 610 –
Organizational Behavior
BUS 610
Week 5

3. Baack, D. (2012). Organizational behavior. San Diego, CA: Bridgepoint
Education, Inc.
Chapter 9: Communication in Organizations
Chapter 10: Organizational Design and Change
Films Media Group (2008). Balance in life and work. [Video clip]. In 9 to
5 No Longer. Retrieved from
https://secure.films.com/OnDemandEmbed.aspx?token=40875&aid=18596&loid=66935&
plt=FOD&w=420&h=315&ref

4. This week students will:
• Evaluate the key elements of effective individual
personal communication.
• Analyze the responsiveness of organization changes and
redesign.
• Describe the primary elements of organizational
structure.

5. Activity Due Date Format Grading Percent
Nonverbal Feedback
Day 3
(1st Post)
Thursday
Discussion 2
Virtual Organizations
Day 3
(1st Post)
Thursday
Discussion 2
Understanding and
Coping with Change
Day 7
Monday
Assignment 10

6. THE THREE T’S
Please consider the three T’s when writing and submitting the discussion posts.
It may be helpful to memorize the three T’s, 1) Timely, 2) Topic Specific, and 3)
Thorough.
Timely: Submit the discussion posts by the due date and time.
Topic Specific: Focus on the topic of the week. Include materials that
support the topic.
Thorough: The response must be substantial.
Ohrberg, J., Personal Communication, 23 June 2017

7. ASSIGNMENT - GRADING
FEEDBACK INSIGHTS
Based on the grading rubric in waypoint the categories of Distinguished, Proficient, and
Basic, etc. will establish and identify the level of achievement on an assignment response
submitted. This means that each student will be graded according to Distinguished,
Proficient, and Basic, etc.
Based on previous experience in instructing over 50 courses some students have
questioned as to why they did not receive a Distinguished grade versus a Proficient grade
or did not receive a Proficient grade versus a Basic grade.
In short and in a general sense, Distinguished means that the assignment is very
thorough, inclusive and is exemplary in content and formatting.
Proficient means that the assignment submitted is lacking some details as to the content,
is less developed, and may be lacking in formatting.
Basic means that the paper is lacking significantly as to content and formatting. In
addition, writing the minimum or near the minimum is discouraged. Submitting an
assignment based on the minimum is more apt to receive a lower grade.
Ohrberg, J., Personal Communication, 23 June 2017

8. COMMUNICATION

9. COMMUNICATING IN THE DIGITAL
AGE
One of the most compelling elements of communication in the digital
age is dealing with all the different forms of communication and
effectively listening. We endure an incredible amount of noise…and not
just in terms of loud music and sound but there are other types of noise.
Swanson, A., 2017

10. PSYCHOLOGICAL NOISE
Psychological – this is the preconceived notions, the
daydreams, and the ideas that are in our head, which hinder
us from hearing what the communicator is trying to say.
Swanson, A., 2017

11. PHYSIOLOGICAL NOISE
Physiological – this is body-related occurrence such as hearing loss or
perhaps even the physiological effects of a pounding headache, which
will interfere with the reception of the actual message.
Swanson, A., 2017

12. PHYSICAL NOISE
Physical – this is the phone ringing, the music beating, the saw
droning, and the horn blasting. This is any physical noise outside your
body.
Swanson, A., 2017

13. KOTTER’S
THEORY OF
CHANGE

14. IMPLEMENTING THE CHANGE
PROCESS
We will focus on the change process and how it can be implemented in
an educational setting. The first step when implementing change is to
identify steps of the change process in order to understand the
intricacies of change.
As leaders in the field of education, one of the many responsibilities is
to facilitate change in the organization.
Hughes-Hassell (2001) asserted that effective change agents
subordinate their own role to support and lead others involved in the
change process.
A comprehensive model will assist the change leader in guiding this
process.
Swanson, A., 2017

15. STEPS FOR
IMPLEMENTING CHANGE
John Kotter (1996) outlined an eight-step
process for creating change in Leading Change.
Kotter’s steps provide leaders with an action
plan to implement successfully organizational
change in a manner whereby those involved in
the process will experience very little confusion.
Swanson, A., 2017

16. STEP 1
Kotter advised that the change agent first establish a sense
of urgency. By creating this sense of urgency, those
involved in the organization may be more open to
resolution. In this step, it is important to fight against the
comfortableness with the status quo. Of course, there will
be resistance, but people within an organization are more
likely to join the change process if they understand that
the timeline is critical.
Swanson, A., 2017

17. STEPS 2 - 5
Kotter’s (1996) next step is to create a guiding coalition.
Developing a vision and strategy is the third step that
Kotter (1996) addressed.
The fourth step in the change process is to communicate
that the undertaken change will bring about what is
needed for the betterment of the entire organization.
The fifth step in relationship to the change process is
empowerment of broad-based action.
Swanson, A., 2017

18. STEPS 6 - 8
In the sixth step, short-term gains should be
rewarded by those undergoing the change
process.
In step seven, short-term gains are consolidated
to produce a new product or service with
implemented changes in place.
The final step in this change process is to anchor
new approaches in the current culture.
Swanson, A., 2017

19. REFERENCES
Swanson, A., 2017
Hughes-Hassell, S. (2001). Implementing change. Knowledge Quest,
29 (3), 11-15.
Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business
School.

20. STILL HAVE QUESTIONS
ON ACADEMIC WRITING
OR APA FORMATTING?
https://awc.ashford.edu/Index.html

21. ANY
QUESTIONS?
Please
post your
questions
in the Ask
the
instructor
thread or
email me