PEPPERDINE UNIVERSITY

THE GEORGE L. GRAZIADIO

SCHOOL OF BUSINESS AND MANAGEMENT

MSOD 618

Practicum 2: Organization Development and Large Scale Change

San Jose, Costa Rica

January 16 – 26, 2018

SYLLABUS

Dr. Gary Manigofico

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 MSOD 618
Practicum 2: Organization Development and Large Scale Change

Gary Mangiofico, Ph.D.

Executive Professor of Leadership and Management
gary.mangiofico@pepperdine.edu

Introduction
Knowledge emerges only through invention and re-invention, through the restless,
impatient, continuing, hopeful inquiry human beings pursue in the world, with the world,
and with each other. ~ Paulo Freire, Pedagogy of the Oppressed
The more I give of myself to the experience of living with what is different without fear
and without prejudice, the more I come to know the self I am shaping and that is being
shaped as I travel the road of life. ~ Paulo Freire, Pedagogy of Freedom

Course Description
Building on Small Systems Assessment and Change, this course continues the focus on global
contexts and builds the capacity to lead planned change initiatives in complex environments.
Recognizing that organizations exist in social, political, and economic environments that change
rapidly and unpredictably, this course deals with planned change in an organization’s strategy,
organization design, and other large-scale and multi-organizational systems. Understanding that
unpredictable and volatile environments can create significant impact on organizations this
course places emphasis on the use of Complexity and Chaos theory as a means of navigating
change in such environments. Assessment models, intervention theories, intervention design,
survey and other data collection and analysis methods, planning of complex change, and political
processes in complex systems are examined. Additionally, managing strategic reorientations,
mergers and acquisitions, and technological change are considered. Finally large-scale
interventions are explored including employee involvement, work design, organizational
learning, trans-organizational development, and effective use of large group dialogue
methodologies.

Course Learning Outcomes

At the conclusion of this course, the student will be able to:

1. Deepen their understanding of the relationship between individual and large and complex
systems change.
2. Develop a practical understanding of assessing and intervening at the systems level
3. Understand and apply large scale change methodologies including appreciative inquiry as
an OD philosophy and methodology.
4. Apply Systems and Complexity/Chaos theory frameworks to large-scale transformations
and change leadership.
5. Develop view of how large-scale change leadership benefits from the knowledge,
expertise, and skills drawn from the field of OD and in particular how they personally
might increase their influence and effectiveness in this function of the enterprise
6. Build understanding of emergent phenomenon in the formation of critical dialogue in
community building as a practice of Large Scale OD intervention.
7. Further refine a personal model of practice.

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Course Materials

1. Block, P. (2003). The Answer to How is Yes. San Francisco: Berrett-Kohler.

2. Bunker, B. & Alban, B. (1997) Large Group Interventions: Engaging the whole system for
rapid change. Jossey-Bass Business Publications.

3. Kelm, J. (2015) Appreciative living: The principles of appreciative inquiry in personal life.
Wake Forest, NC: Venet Publishers

4. Shaw, Patricia (2002; reprinted 2007). Changing Conversations in Organizations: A

complexity approach to change. New York, New York: Routledge.

5. Watkins, J.M., Mohr, B.J. and Kelly, R. (2011). Appreciative Inquiry: change at the speed
of imagination. San Francisco, CA: Wiley

6. Wheatley, M. (2006). Leadership and the New Science: Discovering order in a chaotic
world. (3rd Ed.) San Francisco, CA: Berrett-Koehler Publishers.

Articles: (All articles have been uploaded in to the Sakai site for 618a)

Burnes, B. (2005). Complexity Theories and Organizational Change. Journal of Management

Reviews, 7, 2, 73-90.

Daneke, G. (1997). From Metaphor to Method: Nonlinear Science and Practical Management.
The International Journal of Organizational Analysis, 5, 3, 249-266.

Dolan, S., Garcia, S., Auerbach, A. (2003) Understanding and Managing Chaos in
Organisations. International Journal of Management, 20, 1, 23-35.

Griffin, D., Shaw, P., & Stacey, R. (1999). Knowing and Acting in Conditions of Uncertainty:
A Complexity Perspective. Systemic Practice and Action Research, 12, 3, 295-309. (This
article can be found in the SpringerLink Contemporary database).

Keene, A. (2000). Complexity Theory: The Changing Role of Leadership. Industrial and
Commercial Training, 32, 1, 15-19. (This article can be found in the Emerald Management
Xtra database).

Mangiofico, G. (2016). Billie Alan: The Inclusive OD Practitioner and Scholar. In Szabla,
Pasmore, & Barnes (Eds). The Palgrave Handbook of Organizational Change Thinkers.
London, UK: Palgrave MacMillan.

Mangiofico, G. (2013). Using Trans-organizational Development and Complexity Theory

Frameworks to Establish a New Early Childhood Education Network. In Worley & Mirvis’
Building Networks and Partnerships: Organizing for Sustainable Effectiveness, Vol. 3, 35-63.
London, UK: Emerald.

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 Margolis, D. (2012). See the Forest for the Trees. Chief Learning Officer, 11, 6, 58-60

Teece, D. & Leih, S. (2016). Uncertainty, Innovation, and Dynamic Capabilities: An

introduction. California Management Review, 58, 4, 5-12.

Assignments

1. Application and integration essay on organization development and complexity theory.

Due January 16th, 2018.

After completing 617 and the readings post your response to the assignment below on the
Complexity Theory Essay & Resources forum inside the Upsilon Prime MSOD 618 Sakai site.

Describe two concepts from complexity theory other than self-organizing, that are different
from systems theory, relevant to organization development. Apply those two concepts to an
organizational issue of your choice (e.g. large scale transformation, corporate restructuring,
mergers & acquisitions). Discuss how the complexity lens contributes to your understanding of
the issue (3-5 pages max.).

2. Appreciative Living Experiment. Due January 16th, 2018.

Design and implement an experiment in appreciative living following the directions below.
Summarize your experience in a 2-3 page paper and then email the paper to me directly. Label
your email “AI experiment” - Name.

Directions:
Using the AIA Process, select at least one exercise (Kelms, pp. 162 – 178) from each section
(Appreciating, Imagining, and Acting) and apply it to a personal dynamic you would like to
enhance in the future (e.g. relationship with a significant other, friend, or family member; or
perhaps achieving a new state of health, you get the idea).

Implement the practices for a minimum of two weeks prior to class (more if you can get started
sooner). Be sure to document your journey as you progress. In the paper, provide complete,
clear, and specific descriptions of the situation, what you did, and your findings upon completion
of the exercises. This will be entirely confidential and your paper is to be submitted to me
directly via email: gary.mangiofico@pepperdine.edu .

3. Preparation for field assignments in Santiago, Chile. Due January 12th, 2018.

Meet with your learning group and identify challenges and solutions of entering a new
location to practice, such as San Jose, Costa Rica, that will help you and the community
prepare for fieldwork. Each learning group will be assigned a particular perspective to
consider. Post your compilation thinking to the Upsilon Prime MSOD 618 Sakai Site.

By now, each of you should have a draft e-portfolio in progress. Updating before and
after each session will greatly help the integration of learning throughout the program.

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 You will receive notice regarding your first field assignment before the session begins.
Descriptions of the organizations will be posted and you will have an opportunity to post
your preferences before teams are assigned. Once they are assigned, connect with your
group, select a team building strategy and execute the strategy. As you connect, reflect on
how each of the team member’s practice point of view, capabilities, CQ, and Insight
Preferences are likely to impact your collective influence and effectiveness.

During the Session

Keep a journal (to be shared!) of your personal and professional observations during the session.
Contract with one member in your project groups. Read each other’s journals and be prepared to
give feedback, make inquiries, and otherwise support the learning of your cohort members.

Post Session

7) Reflection. Due February 16th, 2017.

Based on your experience in the MSOD 618 session, in 2-3 pages, characterize your personal
and professional evaluation of the AI intervention you were part of: Did it unfold in the way you
expected (why or why not)? How did you collaborate with members of the field organization?
(What did you do that was effective in working collaboratively with members outside your
cohort? Did you receive any positive or critical feedback regarding your participation or
contribution?)

Also describe and refine your “point of view” regarding the nature of change interventions in
people, groups, organizations, and societies based not only on your AI experience, but also the
field assignments and use of dialogue to understand complex issues. Consider the following:
a. What’s your understanding of what moves people, what moved you this session?
b. When you consider your experiences what struck you and what shifted for you?
c. What surprised you about you? The Community? The promise of OD?
d. How might this learning inform your thoughts on leading change?

Send this to Gary Mangiofico (gary.mangiofico@pepperdine.edu and your Learning Group

consultant.

8) Course evaluation. Due February 23rd, 2018.

Complete the course evaluation for MSOD 618. Credit for the course will be given once all
assignments are completed (including completing the course evaluation).

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Grading & Measuring Achievement
Grading

The grade for this course is Pass/No Pass. A passing grade is given for satisfactory (B level)
performance on written assignments and field/project work. In addition, students are expected to
attend all sessions, be an active contributor to others' learning, and participate in experiential and
other applied projects.

Note on Plagiarism: Please remember that failing to provide complete citations for the works
or thoughts of another is considered plagiarism. Citations must be provided for direct quotes as
well as paraphrases. Avoid the cut and paste trap by paraphrasing key information and giving
credit to the author.

Conduct

This course may require electronic submission of essays, papers, or other written projects
through the plagiarism detection service Turnitin (http://www.turnitin.com). Turnitin is an
online plagiarism detection service that conducts textual similarity reviews of submitted
papers. When papers are submitted to Turnitin, the service will retain a copy of the submitted
work in the Turnitin database for the sole purpose of detecting plagiarism in future submitted
works. Students retain copyright on their original course work. The use of Turnitin is subject to
the Terms of Use agreement posted on the Turnitin.com website. You may request, in writing, to
not have your papers submitted through Turnitin. If you choose to opt-out of the Turnitin
submission process, you will need to provide additional research documentation and attach
additional materials (to be clarified by the instructor) to help the instructor assess the originality
of your work.

The University expects from all of its students and employees the highest standard of moral and
ethical behavior in harmony with its Christian philosophy and purposes. Engaging in or
promoting conduct or lifestyles inconsistent with traditional Christian values is not acceptable.

The following regulations apply to any person, graduate or undergraduate, who is enrolled as a
Pepperdine University student. These rules are not to be interpreted as all-inclusive as to
situations in which discipline will be invoked. They are illustrative, and the University reserves
the right to take disciplinary action in appropriate circumstances not set out in this catalog. It is
understood that each student who enrolls at Pepperdine University will assume the
responsibilities involved by adhering to the regulations of the University. Students are expected
to respect order, morality, personal honor, and the rights and property of others at all times.
Examples of improper conduct for which students are subject to discipline are as follows:

● Dishonesty in any form, including plagiarism, illegal copying of software, and

knowingly furnishing false information to the University.
● Forgery, alteration, or misuse of University documents, records, or identification.
● Failure to comply with written or verbal directives of duly authorized University
officials who are acting in the performance of assigned duties.
● Interference with the academic or administrative process of the University or
any of the approved activities.
● Otherwise unprotected behavior that disrupts the classroom environment.

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 ● Theft or damage to property.
● Violation of civil or criminal codes of local, state, or federal governments.
● Unauthorized use of or entry into University facilities.
● Violation of any stated policies or regulations governing student relationships to
the University.

Disciplinary action may involve, but is not limited to, one or a combination of the alternatives
listed below:
Dismissal – separation of the student from the University on a permanent basis.
Suspension – separation of the student from the University for a specified length of time.
Probation – status of the student indicating that the relationship with the University is
tenuous and that the student’s records will be reviewed periodically to determine
suitability to remain enrolled. Specific limitations to and restrictions of the student’s
privileges may accompany probation.

Disabilities Assistance for Students with Disabilities

The Disability Services Office (DSO) offers a variety of services and accommodations to
students with disabilities based on appropriate documentation, nature of disability, and academic
need. In order to initiate services, students should meet with the Director of the DSO at the
beginning of the semester to discuss reasonable accommodation. If a student does not request
accommodation or provide documentation, the faculty member is under no obligation to provide
accommodations. You may contact the Director of Disability Services at (310) 506-6500. For
further information, visit the DSO Web site at: http://www.pepperdine.edu/disabilityservices/.

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Gary L. Mangiofico, Ph.D.

Executive Professor of Leadership and Management

Dr. Gary L. Mangiofico is recognized as a strategic and iconic thought leader who is “a role model and
true believer in change.” In 2012, he was honored with the Strategic Leadership Award from the World
HRD & Development Congress at the Global HR/OD Excellence Awards, which recognizes the Best of
Best in the HR/OD professionals internationally and serves as a benchmark of achievement in
Organization Development practices. Dr. Mangiofico has also received numerous awards at local, state,
and federal levels including a “Special Congressional Commendation” from the United States Congress
for “Outstanding Leadership” and is an award winning scholar for his work on complexity and trans-
organizational development.

Dr. Mangiofico has led strategic development, operations management and integration, and turnaround
operations solving complex challenges as a CEO, COO, and as a general management executive for
both start-ups and Fortune 50 companies. He served as Chief Executive Officer of Los Angeles Universal
Preschool (LAUP) network, an independent public benefit corporation working to make voluntary, high-
quality preschool available to every 4-year-old in Los Angeles County. He is a former vice president for
Johnson & Johnson Health Care Services; COO and senior vice president for Pathmakers, an integrated
behavioral health practice management group; senior vice president for Apria Healthcare Group; and
chief executive officer for CPC Alhambra Hospital.

Dr. Mangiofico joined Pepperdine University's Graziadio School in 2003 and has held several
administrative and faculty leadership appointments over his tenure at the business school. As Associate
Dean for fully-employed and executive programs, he oversaw several signature programs including the
Executive MBA, Presidents and Key Executives MBA, M.S. in Organizational Development, part-time
MBA, MSML, as well as Executive Education non-degree programs. He also was responsible for
Marketing & Communications, Admissions, Student Accounts, and Student Services/ Financial Aid for the
Graziadio School.

Dr. Mangiofico currently serves as the Academic Director for the Master in Science in Organization
Development. Additionally, he serves on the Board of Trustees for the Organization Development
Network, as is Vice-Chair of the Organization Development Education Associates.

Dr. Mangiofico holds a B.A. and M.A. (Developmental/ Clinical) in psychology from Chapman University in
Orange, Calif., and a Ph.D. in Organizational Psychology from the California School of Professional
Psychology (Alameda/Berkeley). He is an active member of the Academy of Management, where he
serves on the Board for the Management Consulting Division, the American Psychological Association,
and the American College of Healthcare Executives. He has been delivering consulting services to
corporations, private business, and non-profits since 1989, as well as conducted over 300 workshops and
keynote presentations in organization development, leadership, healthcare, community health, and
healthcare economics.