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Penn - , the role of foreign trade and investments and other channels of external influence, rising affluence and inequality, political reform and liberalization, and the development of the legal system. Students will experience contemporary urban China firsthand and see important cultural and historical sites and artifacts, providing a basis for assessing the influence of Chinese traditions and legacies in the People's Republic today. In China, we will meet with foreign and Chinese business people, government officials, academics, and others. SM 758. Sweden: Strategies for Thriving in the 21st Century.

L) Barstow. Neutral during WWII, and claiming a "Middle Way" between east and west in the post-war twentieth century, Sweden its people, institutions, and culture - has left its mark on our global society. In today's world, the influence of Swedish ideas and innovations can be seen in government structures, health and social policies, business organizations, working life, education, science, art, literature, and, of course, the design and style of many products and services which enjoy high demand. These are impressive impacts from a nation-state of only eight million people. What lessons are there for Americans and our institutions as we enter the twenty-first century where our leadership position, ability to determine the rules and control the agenda of world economic and political affairs is possibly diminished? This course will include meetings with academics and leaders from industry, government, health care, science, media, arts and culture. Students will meet with and learn from these representatives in order to explore Swedish organizational dynamics, both in terms of its economic prosperity and the problems Swedish society faces today.
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Penn - is a framework grounded in natural science that serves as a guide for businesses, communities, educators, government entities, and individuals on the path toward sustainable development. The Natural Step framework encourages dialogue, consensus building, and systems thinking

key processes of organizational learning and creates the conditions for profound change to occur. It does not prescribe or condemn other approaches but rather introduces and expands on new possibilities. From a bsuiness perspective, The Natural Step framework enables corporations to intelligently, and profitably, integrate environmental considerations into strategic decisions and daily operations. <IMG height=23 alt="Penn Home" src="/registrar/registrar-images/home
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Penn - Using the Political Process to Effect Organizational Change.

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Penn - Using the Political Process to Effect Organizational Change.

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Penn - Starr. This course requires the student to study a topic of their own choice, discuss their progress with the class in regular meetings and to deliver a final paper that meets the following criteria:

1) Makes an argument, describes or summarizes a position that is unique, original, or which directly applies to the student; (2) Uses primary sources or applies to a primary organization as much as possible; (3) Conforms to the style and format of good academic writing and the MSOD Capstone Presentation Guidelines; (4) Allows a student to demonstrate competencies gained from the courses completed in the Organizational Dynamics program.
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Penn - deLisle. Corequisite

s): DYNM 753. The course will focus on the reforms and international openness that have transformed China during the last quarter century, and their political, social and legal contexts and consequences. Several specific topics will receive detailed attention, including reforms to China's economy (including the creation of a market economy, and changes in enterprise ownership and management and financial institutions), the role of foreign trade and investments and other channels of external influence, rising affluence and inequality, political reform and liberalization, and the development of the legal system. Students will experience contemporary urban China firsthand and see important cultural and historical sites and artifacts, providing a basis for assessing the influence of Chinese traditions and legacies in the People's Republic today. In China, we will meet with foreign and Chinese business people, government officials, academics, and others.
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Penn - Barstow. Neutral during WWII, and claiming a "Middle Way" between east and west in the post-war twentieth century, Sweden its people, institutions, and culture - has left its mark on our global society. In today's world, the influence of Swedish ideas and innovations can be seen in government structures, health and social policies, business organizations, working life, education, science, art, literature, and, of course, the design and style of many products and services which enjoy high demand. These are impressive impacts from a nation-state of only eight million people. What lessons are there for Americans and our institutions as we enter the twenty-first century where our leadership position, ability to determine the rules and control the agenda of world economic and political affairs is possibly diminished? This course will include meetings with academics and leaders from industry, government, health care, science, media, arts and culture. Students will meet with and learn from these representatives in order to explore Swedish organizational dynamics, both in terms of its economic prosperity and the problems Swedish society faces today. 759. Sweden: Sustainable Development & The Natural Step. Barstow. SM 766. Perspectives on Change in the Czech Republic.

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Penn - Russia today

the post-Communist transformation; the current political climate; politics and bsuiness; the control of media). 2) Russia and the world (relations with the great powers: USA, the EU and China; relations with its immediate neighbors: Ukraine, Georgia, and the Baltic states). 3) Russia's energy sector (a role in the global energy market; security vs transparency; ecology and alternative fuels). 4) Russia's financial sector (stock market; stability of the ruble; oversight of the banking industry; foreign capital). 5) Russia tomorrow (educational system; demographic trends; airspace industry; mineral wealth of Siberia and the Arctic).
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Penn - Gale. At one time or another, each of us has said something like, "I know what to do to make some really effective changes in this organization, but the politics make it almost impossible to get anything done." The sense is that although there are changes that should be made to improve organizational performance, politics (internal, external, or governmental) simply obstructs our ability to make a difference. Frustrations notwithstanding, politics is anything but an impediment; it is the art and science of coordinating individuals, departments, management, markets - the entire organizational environment - to effect a balance of objectives and methods. This seminar will discuss the use of politics to promote effective change within organizations. After reviewing the theory or organizations and the roles that political processes play in communications and decision-making, a series of cases will be presented that illustrate the contexts and conditions for effective political coordination. Both private and public sector examples will be employed. Seminar participants will be required to present a case study of organizational politics and demonstrate ways in which it can be used as an effective agent of change.

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Penn - Barstow/Greco . This is a foundations course intended for undergraduates, non-MSOD students and MSOD students in their first year o f study. The course serves to introduce the new student to the central themes and requirements of the Program, the fiv e concentrations of study, and a cross section of the faculty. Lectures, discussions, simulations, and experiential learnin g are used to build an informed grounding in the philosophy, theory and practice of Organizational Dynamics. Th e course also includes a writing workshop built around the written assignments of the course .

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Penn - Orenstein . This course will discuss the importance of theory in guiding the practice of coaching. Students will be introduced to a theory/model that explores a multiple-discipline approach to coaching in an organizational setting. With thi s framework as a basis, and a subsequent review of an array of theoretical orientations, students will select, research , apply and present a theoretical model of their own choosing. Their moedel will provide the framework that inform s their coaching and/or use their thought and practice in their roles at work . SM

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Penn - Vanderslice. This seminar will explore the intersection of gender and organizational behavior as it has evolved and in the current social and economic context in this country. We will examine the social, cultural and structural dynamics within organizations that differentially affect women and men, as well as the gender-linked resources each brings to organizations. Discussion will also focus on how gender-linked resources can be better used and responded to in organizations. Topics that will be addressed include gender and power, gender and class, gender and leadership, the social construction of organizational structure and restructuring organizations to better meet the needs of women and men in today's culture. We will also examine phenomena such as the "glass ceiling," the "Mommy track," organizational responses to parenting needs, the flight of executive women from large organizations and the "pink collar" ghetto. SM

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Penn - Russo. New work technologies, increased competition and employees' desire for more involvement in their work are changing the traditional role of the manager. Rather than directing, planning and controlling the work, managers and leaders are facilitating processes and coaching and developing their employees. Team based organizations are built on coaching as a core requirement of the team leader role. This course explores the theory and practices of individual coaching as leadership behavior. The focus is on helping managers develop their skills and improve their performances as coaches. We will examine the need to provide others with successful performance strategies, timely feedback on strengths and on development needs and growth opportunities in order to challenge others to reach their potential. We will explore workplace environments that foster the growth and achievement of those we lead. SM

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Penn - Starr. How do you make important decisions when confronted with organizational, social or personal problems? Is your primary approach to use a strategic process? How many strategies do you know and use? In this course we will review and discuss research and descriptions about how "normal" people solve problems and make administrative, ethical, and social decisions. We will evaluate situations and problems where quantitative methods can be applied in order to improve both the process and outcome of complex problems. Using readings and classroom case exercises, we will consider cognitive errors or biases, as well as personality and group dynamics forces that influence making choices. We will also consider how psychological stress, gender, and leadership apply to decision-making and problem solving in organizations. Most research readings and methods of analysis and evaluation are based on assumptions, theories, modes, and research conducted by psychologists and published in psychology journals. The underlying assumptions of the psychological approach to the topic will be presented and discussed. Participants will learn to: understand and apply normative ("ideal") strategies for decision making/problem solving; understand and use descriptive ("everyday") and prescriptive ("improved") strategies and processes for decision making/problem solving; understand the differences between individual and group decision making/problem solving; understand how conflict, leadership, and gender influence decision making/problem solving; write papers that demonstrate understanding and application of decision making and problem solving strategies. SM

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Penn - Combrinck-Graham. We will examine our involvement in risk management in our organizations and discuss whether our organizations manage risk as they manage opportunity. The first half of the course will focus on risk management's decisional and managerial aspects. During the second half of the course, we will apply these concepts to case studies as preparation for your presentation on managing risk in your particular organization. This course should provide you with a framework for addressing risk in your organization and perhaps in your personal life. You will also strengthen your understanding of your appetite for risk and that of your organization under different circumstances. Risk management is a function rather than a specific position. It should be practiced by many levels of management, with coordination and guidance from a senior level. Risk management is a planning and strategic function, not solely an assessment, financial or safety function. Risk management prepares for an uncertain tomorrow, just as long-range planning deals with the futurity of present decisions. SM

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Penn - Hornbacher . This seminar will focus on the six stages of project risk management articulated in the best practices standar d developed by the Project Management Institute. These include: (1) Risk Management Planning; (2) Risk Identification ; (3) Qualitative Risk Analysis; (4) Quantitative Risk Analysis; (5) Risk Response Planning and (6) Risk Monitoring and Control. Although the management processes involved in some stages may appear easy to understand, their implementation always requires appreciation of and commitment to the complexities of risk management by the leadership of the organization. Stages 2 and 4 concern qualitative assessment; Stages 4 and 6 are more analytic in nature and involve discussion and review of quantitative techniques. Class participants will be asked to find past or current projects in their own organizations that could have or currently can benefit from early identification of risk. Students will work in teams to identify the benefits of, and more importantly, the challenges and barriers to, establishing risk management processes in their enterprises. SM

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Penn - Hirschhorn. As an area of study, the psychodynamics of organizations draws out attention to the tacit, implicit, and unconscious dimensions of organizational life. It presumes that a person takes up his or her role at work by drawing on both individual history and the organizational context that helps define a role, its boundary, and the resources available to take it up. In both these aspects, the organizational context, and one's individual biography, people are often unaware of the thoughts and feelings that animate their behavior. The course will introduce students to some basic concepts of psychoanalysis, which focus on individual motivation, and systems psychodynamics, which focuses on group dynamics and group psychology. System psychodynamics also emphasizes how an organizational's primary task, or its "reason for being," influences individual experience. Readings include case studies as well as expositions of theory. The instructor will also draw on his own consulting cases. SM

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Penn - Tschoegl . This course examines some of the sources of confusion, conflict, misperception and error that arise whe n representatives of U.S. organizations interact and work in the global marketplace.The aim is to heighten awareness , help avoid personal or professional pitfalls, and to more effectively manage some of the organizational and busines s challenges that arise when operating across dissimilar environments. We will focus on areas including: ethics, culture , language, ethnicity, religion, gender, the political and legal systems, labor, corruption, and corporate organization . Each class session will begin with a short, interactive introductory lecture, followed by discussion around assigne d readings and mini-cases . SM

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Penn - Napier . Note: This class is predicated on the assumption that prior to offering coaching assistance, a coach should have a dee p understanding of his or her own behavior and its impact on a client. Utilizing validated tools and strategies availabl e for coaches, the students practice sets of coaching skills on each other. This includes practice in interviewing an d observational skills. In addition, students will have the opportunity to give and analyze 360 degree feedback data a s well as use of a variety of other instruments that can be foundational for a useful coaching experience. Premise : Coaching others is very serious business. Intrepid individuals willing to take on this responsibility should be willing t o answer the following questions: 1) Who am I as a leader and helper? 2) What are the assets I bring to the coaching relationship? 3) What are my deficits, overusedstrengths, or underutilized skills and behaviors? 4)What historical influences from my family of origin influence my capacity to build a positive rrelationship with my coaching client? 5) Are there discrepancies in relation to my self-perceptions and those who know me well--family members, peers, colleagues, friends, boss and direct reports? Similar to most traditional programs where the focus is on the management of change, the coruse is organized to: 1) A diagnostic phase in which the values, history, assumptions, and behaviors of the client will be assessed. In this case, the client will be the student/coach. 2) The applied phase in which analysis, interpretation, and formal learning will be the central focus. The end result will be individuals with a deep and abiding understanding of their own psychodynamics and their personal impact. Finally, by modeling many of the tools and strategies useful in any effective coaching effort and practicing them on themselves and their student peers, it is hoped that the experiential nature of the course will allow maximum transference to the real work of coaching. SM

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Penn - Wilkinsky. This course will examine coaching in the organizational setting from the perspective of significant stakeholders in the coaching process. Coaching from the perspective of the client will explore the goals, issues, concerns, and outcome measures that are in the domain of the clients. Why do they want coaching to take place? How can they maximize return on their time and energy investments? Coaching from the perspective of HR within the sponsoring organization considers HR goals and needs, and attaining "success" through coaching. Also examined are confidentiality, the responsibilities of HR (finding coaching and approving coaches), and how the investment is defined and measured.Coaching from the perspective of the coach addresses metrics and evaluation by the coach. Determining excellence is no simple task. The issues problems, barriers to success, and tools of the trade will be addressed. Coaching from the perspective of the high impact group outside the organization acknowledges the systems perspective that people are connected to multiple organizations and that behavior, knowledge, and/or competency are interactive and co-producing. SM

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Penn - Eldred . The purpose of this course is to explore, enhance, and expand the participants' competence in organizational politics . Students will observe political dynamics as they occur in their own organizations and will interview senior managers i n other organizations to learn how political realities vary from one organization to another. Theoretical ideas about a dimension of organizational politics of particular interest to each individual participant will be analyzed in a ter m paper. In addition, each participant will keep a personal diary of political dynamics in his or her own workplace. Th e course will also explore ways to master the political skills of networking, negotiating, influencing, leading, an d following, as well as developing a political strategy . SM

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Penn - Licht . Is the modern large corporation alienating, inflexible, unproductive? Is the small organization or work team engaging , innovative or creative, productive? Has it always been this way in the U.S.? Is change possible? In this unique , informal, "turbo" seminar, we will examine the large corporation in terms of history, governance and control, an d delivery of (office) work. We will consider whether "bigness" and bureaucracy are inevitable, and how organization s of the present, and probably the future, are affected by those of the past . This seminar has been structured to cover a good deal of ground in a short time. The seminar will meet on six Saturdays. The subject matter of the seminar is the large-scale organization. Questions to be raised include: 1) Is the modern large corporation alienating, inflexible, unproductive? 2) Are bigness and bureaucracy inevitable? 3) Is the small organizaiton or work team engaging, innovative, creative, productive? 4) What does the historical record for the United States reveal? 5) Are organizational alternatives and change possible? SM

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Penn - Teune. The purpose of this seminar is to provide analytical frameworks for understanding change in the world seen as a total system. The challenging question of our time is whether this and the next decades will be dominated by a backlash against globalization, including new forms of global war and local closure to trade and exchange, or if the world, despite setbacks, will continueto develop a new political, social and economic world order radically different from the traditional one of relations among nations. In either case, turbulence and volatility from the forces and counter-forces of globalization can be expected. The contradictions of our era of globalization (beginning around 1975) are that while globalization appears to lead to uniformities everywhere (McDonaldization),nevertheless old and new differences and identities intensify.Also, globalization makes it nearly impossible to explain a particular change, for example, decline in voting in elections in the U.S., in American political terms, when the same phenomenon happens in all established democracies. Regions separate, Europe and NAFTA, among them, while at the same time globalization proceeds to include all markets everywhere. Topics that will be covered, after discussions of the main issues of globalization and its consequences, include: economic integration, the future of the nation-state, a New Europe, a world of regions, global democracy, doing business globally, nationalism and religious fundamentalism, the global environment, global security, and human rights in a global society. SM

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Penn - Handy. The primary goal of this course is an examination of the various aspects of human behavior in the context of organizational and institutional life from an economic perspective. We begin with an examination of how micro economists view the world, discussing concepts such as: efficiency; opportunity cost/marginalism; externalities; incentives; free-riding; rent-seeking; and transaction costs. We then focus on a rational choice analysis of family, the oldest and most fundamental institution in society. We examine marriage and divorce and the consequences from an economic standpoint for individuals and society. We then examine religious organizations and religion in terms of choices individuals make given costs and benefits of their actions while "producers" of religion compete for adherents. Before concluding the course with an economic analysis of democratic government, we will look at several topics such as: human capital and investment in education; law and enforcement; bribes and gifts, economics of information; property rights and externalities; and free-riding. SM

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Penn - Choukroun. The course provides an overview of the concepts, procedures and fundamental processes of project management for working professionals. Participants are introduced to the principles, tools and techniques of project management within an integrative framework. The course emphasizes that, for most organizations, projects are the primary means for implementing strategic initiatives. Course Objectives: 1) Understand and critically evaluate expectations, procedures and processes of project management as currently practiced in large for-profit enterprises. 2) Understand the content and processes and standards of practice as defined by the Project Management Institute (PMI). 3) Understand how to build and manage effective project teams. 4) Become familiar with the critical components of effective project plans. SM

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