(C&J 542;
Section 001; Education Classrooms 201; Wednesday 7:00 – 9:30 p.m.)
Instructor: Dr. Pamela Lutgen-Sandvik
Email: plutgen@unm.edu or through WebCT course site http://vista.unm.edu
Telephone: During the semester, the C&J building is under construction. As a result, I will have no office or telephone. I will be working out of my office at home and will provide that telephone number and my cell phone number to students at the beginning of the semester.
Office hours: By appointment; place to be arranged.
This graduate
organizational communication course is “concerned primarily with the study of
especially positive outcomes, processes, and attributes of [communication in
group and organizational settings]. As such, it focuses on communicative
dynamics that are typically described by words such as excellence, thriving,
flourishing, abundance, resilience, and virtuousness. Positive
organizational [communication (POC)] represents an expanded perspective that
includes instrumental concerns but puts an increased emphasis on ideas of
“goodness” and positive human potential. It encompasses attention to the
enablers (e.g., processes, capabilities, structures, methods), the
motivations (e.g., unselfishness, altruism, contribution without regard to self),
and the outcomes or effects (e.g., vitality, meaningfulness, exhilaration,
high-quality relationships) associated with positive [communication] phenomena.
[POC] is distinguished from traditional [organizational] communication studies
in that it seeks to understand what represents and approaches the best of the
human condition” (Cameron, Dutton, & Quinn, 2003, p. 4).
Topics will include theoretical considerations as well as
case-study analyses. This class is a
graduate seminar, and as such, students will spend significant time reading and
analyzing advanced texts, generating discussion based upon these texts, and
bringing in their own ideas from outside, original, research. As an instructor
I will spend little time lecturing, but will rather act as moderator of
discussion and a sounding board for student reflections and research.
Course Readings (Book available
at UNM Bookstore)
1.
Cameron, K. S.,
Dutton, J. E., & Quinn, R. E. (2003). Introduction. In K. S. Cameron, J. E.
Dutton & R. E. Quinn (Eds.), Positive organizational scholarship.
San Francisco: Berrett-Koehler.
2. Supplemental Readings (posted on WebCT course site). Found through login at www.vista.unm.edu.
Important: You must have a UNM net ID to access this site
and send/receive communication to class members and instructor.
Class
Assignments/Requirements (Total 500 Points)
**All written assignments will be submitted via the WebCT course site
“Assignment” link.
1a & b. Semester Research Project & Presentation. Any of the following may be conducted
individually or with a partner. Students are encouraged, but not
required, to work with a partner on the project. Co-authors will receive the same grade—so
students are advised to choose partners with care.
1a. FINAL
ASSIGNMENT OPTIONS (250 Points). If there is a type of project that you would
like to complete that varies from one of these, please feel free to approach me
with the idea. All final projects are 20-to-25-pages in length, which includes
a convincing rationale. (Please use APA style.) Assignment details are posted
on WebCT under “Assignments” in an attached document.
OPTION 1
Traditional Research Paper
OPTION 2 Original
Research
OPTION 3 Organizational Training
OPTION 4 Grant Proposal
OPTION 5 Comprehensive-type exam questions.
1b. PROJECT
PRESENTATION FOR ALL OPTIONS (50 points)
During the final
exam period, you’ll be asked to give a 10-to-15-minute oral presentation of
your final paper/project. Use this as an opportunity to practice a conference-quality
presentation, complete with visual aids if appropriate.
2. Discussion-Leading.
(50 points) Each student will
lead discussion for the assigned readings for one day. Discussion-leading
will provide an opportunity to practice concept-integration skills and
presentation abilities. Dates for discussion-leading will be chosen within the
first two weeks of class. Please touch base with me to discuss the readings to
cover and the time range of your discussion-leading. See WebCT site for more information about discussion leading.
Requirements:
a. Prepare 3-5
discussion questions for students to think about and respond to verbally in
class (post under “Discussion” on WebCT at least 2 days before class)
b. Optional: find one additional reading on the
week’s topic and bring copies for all class members, preferably a popular
press, newpaper, or trade journal article (as opposed to an academic journal
article).
c. Begin discussion by
briefly presenting / integrating the main concepts from readings in an
interactive, lively manner (in class)
Discussion leaders
will be graded upon thoughtfulness and timeliness of discussion questions;
thoroughness, readability and format of summary outline; liveliness and
organization of presentation / discussion-leading; and command of topic.
3. Four (4) Research
Reports. (100 points; 25
points each) One of the key goals in the course is to expose students to as
much of the literature about positive organizational scholarship as possible.
To cover much more territory than we could if everyone were required to read
all cited pieces in the syllabus, each student will summarize a number of other
research articles. These reports should less than 2 single-spaced pages on one
sheet of paper. Reports will provide everyone with an extensive abstract
database of important articles. Students will choose topics of interest that
coinicide with core readings for that week. Reports will be graded based on a
correct writing form/style, succinct yet meaningful summary, clarity of
position, appropriate use of theoretical concepts, and quality of
presentation/writing. See WebCT for a
report example. These 1-2 page, single-spaced reports require:
1. Bring copies of article and report summary
for all students in class
2. Post report on WebCT prior to class it is due
3.
Discuss
reports five-minute informal presentations.
4. Written report must include
a.
Your name and
date of report
b.
The full
article citation (APA style)
c.
A summary of
the article in full sentence/paragraph form
d.
Conclude by
taking position on piece, noting one or two strengths, weaknesses/limitations,
or suggestions for future research
4. Participation (Attendance/Discussion) (50 Points). Students should complete assigned readings before class and participate in
seminar discussions in an enthusiastic, informed manner. To do so, it might be
helpful to make notes as you read about questions and issues to pursue in the
seminar discussion. I will evaluate the participation part of the grade by
making weekly notations regarding the quality and quantity of evidenced
preparedness and participation. Students should strive to (1) clearly evidence
their close reading and thinking about the week’s materials, and (2) be
physically and intellectually present for the entire course period (avoiding
late arrivals and early departures). To participate, students can offer (among
other things):
a. a simple factual question
b. a point which reveals a methodological
assumption
c. a critique of a research piece
d. a strong point which merits our admiration
e. a clarification that will help everyone to
understand a class concept better
f.
an application
to your research project or to some other personal experience
Absences: If there is an extenuating emergency or illness that interferes with
your attendance or ability to keep up with work, please let me know. If you
must miss a class (for any reason), you can make up the participation points by
writing an additional article report of an unassigned reading. Your makeup
report will be due your next time in class.
Grading: Letter grades are figured as to the following guidelines.
Outstanding – goes beyond
expectations |
Good – above average |
Satisfactory – meets minimum requirements |
Unsatisfactory – does not meet many requirements |
Failing -- Does not meet requirements or academic dishonesty |
A+ 98.6-100% |
B+ 87.6-89.5% |
C+ 77.6-79.5% |
|
|
A 92.6-98.5% |
B 82.6-87.5% |
C 72.6-77.5% |
D 60-72.9% |
E 0-59.9% |
A- 89.6-92.5% |
B- 79.6-82.5% |
C- 69.6-72.5 |
|
|
Assignments, Due Dates, Late Work: Assignments are due at the beginning of class. A late written assignment will be penalized up to 10% for each day it is late up to 50%. Due to time constraints, discussion-leading and reports will only receive credit when completed on the day scheduled. All assignments must be completed in order to pass the course. No assignments will be accepted after the last day of finals week. Incompletes will only be given to students who: (1) have finished more than half the coursework, (2) experience serious illness or personal emergency, and (3) negotiate the incomplete before the final day of class. Let me know, in advance, if you will have problems completing an assignment on time.
Academic Integrity: Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The University reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or otherwise fails to meet these standards. In this graduate course, you are expected to know APA style for citing outside sources. Plagiarism is one of the most serious ethical missteps a scholar can make, so it is imperative to give credit where credit is due. See for UNM academic honesty policy and statement at http://handbook.unm.edu/D100.html. Students who have questions concerning scholastic regulations and procedures at the University should refer to the "General Academic Regulations" section of the University Catalog.
Papers for
other classes: While it is appropriate that several graduate school papers overlap in
conceptual focus, your research project should be original work devised for
this class. If you plan on using material prepared for a different course in
your assignments, please consult with me regarding appropriateness.
Weekly Schedule—Subject to change via an announcement in class or
discussion board
Core and Report Readings Posted on WebCT
Date
(class #) |
Topic / Readings |
1/07 |
Introduction to course and participants, overview syllabus
and assignments |
1/24 |
Introduction to Positive Organizational ScholarshipDiscussion Leader: Pam Choose Report Options and Discussion Leading Option Core Reading (all students read) C-1: Foundations of Positive Organizational Scholarship. Kim S. Cameron, Jane E. Dutton, and Robert E. Quinn C-2: Positive Organizational Studies: Lessons from Positive Psychology. Christopher M. Peterson and Martin E. P. Seligman. Jane Dutton,
Mary Ann Glynn and Gretchen Spreitzer (forthcoming) Positive Organizational
Scholarship, To appear in the Encyclopedia for Career Development. J.H.
Greenhaus and G.A Callanan, (Eds.) Sage Publications. |
Part 1: Virtuous Processes, Strengths, and Positive Organizing |
|
1/31 |
Discussion Leader: Core Reading (all students read) C-3: Virtues and Organizations. Nansook Park and Christopher M. Peterson C-4: Organizational Virtuousness and Performance. Kim S. Cameron Cameron, K. S., Bright, D., & Caza, A. (2004). Exploring the relationships between organizational virtuousness and performance. The American Behavioral Scientist, 47, 766-789. |
2/7 |
Core Reading (all students read) C-5: Positive Organizing and Organizational Tragedy. Karl E. Weick C-6: Acts of Gratitude in Organizations. Robert A. Emmons Goei, R., &
Boster, F. J. (2005). The roles of obligation and gratitude in explaining the
effect of favors on compliance. Communication Monographs, 72, 284-300. |
2/14 |
No Class WSCA Conference |
2/21 |
Core Reading (all students read) C-7: Organizing for Resilience. Kathleen M. Sutcliffe and Timothy J. Vogus C-8 Investing in Strengths. Donald O. Clifton and James K. Harter Gunnestad, A.
(2006). Resilience in a cross-cultural perspective:How resilience is
generated in different cultures. Journal of Intercultural Communication,
11. |
2/28 |
Core Reading (all students read) C-9: Transcendent Behavior. Thomas S. Bateman and Christine Porath C-10:
Courageous Principled Action. Monica C. Worline and Ryan W. Quinn Miller, M. G.,
Fitzgerald, S. P., Murrell, K. L., Preston, J., & Ambekar, R. (2005).
Appreciative Inquiry in building a transcultural strategic alliance. The
Journal of Applied Behavioral Science, 41, 91-110. (Speaker
today) Tamar
(Intercultural cooperation in organizations) |
Part 2: Upward Spirals and Positive Change |
|
3/7 |
Core Reading (all students read) C-11: Positive Emotions and Upward Spirals in Organizations. Barbara L. Fredrickson C-12: Positive and Negative Emotions in Organizations. Richard P. Bagozzi Fredrickson, B.
L. (1998). What good are positive emotions? Prevention and Treatment, 2,
300-319. |
3/14 |
NO CLASS—SPRING BREAK |
3/21 |
Core Reading (all students read) C-13: New Knowledge Creation in Organizations. Fiona Lee, Arran Caza, Amy Edmondson, and Stefan Thomke C-14: Positive Deviance and Extraordinary Organizing. Gretchen M. Spreitzer and Scott Sonenshein Tucker, M. L.,
Meyer, G. D., & Westerman, J. W. (1996). Organizational communication:
Development of internal strategic competitive advantage. Journal of
Business Communication, 33(1), 51-69. |
3/28 |
Core Reading (all students read) C-15: Toward a Theory of Positive Organizational Change. David L. Cooperrider and Leslie E. Sekerka C-16: Authentic Leadership Development. Fred Luthans and Bruce Avolio Egan, T. M.,
& Lancaster, C. M. (2005). Comparing Appreciative Inquiry to action
research: OD practitioner perspectives. Organization Development Journal,
23(2), 29-49. Bloch, S.
(2001). Positive deviants and their power on transformational leadership. Journal
of Change Management, 1, 273-230. |
Part 3: Positive Meanings and Positive Connections |
|
4/4 |
Core Reading (all students read) C-17: The Power of High-Quality Connections. Jane E. Dutton and Emily D. Heaphy C-18: A Relational Theory of Coordination. Jody Hoffer Gittell Sias, P. M.
(2005). Workplace relationship quality and employee information experiences. Communication
Studies, 56, 375-395. |
4/11 |
Core Reading (all students read) C-19: Finding Positive Meaning in Work. Amy Wrzesniewski C-20: Fostering Meaningfulness in Working and at Work. Michael G. Pratt and Blake E. Ashforth Wrzesniewski,
A., McCauley, C., Rozin, P., & Schwartz, B. (1997). Jobs, careers, and
callings: People's relations to their work. Journal of Research in
Personality, 31, 21-33. |
4/18 |
Core Reading (all students read) C-21: Positive Organizational Network Analysis and Energizing Relationships. Wayne Baker, Rob Cross, and Melissa Wooten C-22: Empowerment and Cascading Vitality. Martha S. Feldman and Anne M. Khademian Pacanowsky, M. E. (1988). Communication in the
empowering organization. Communication Yearbook, 11, 356-379. |
Conclusion, Critique, and E-Sources |
|
4/25 |
Discussion Leader: Pam Core Reading (all students read) C-23:
Developing a Discipline of Positive Organizational Scholarship Fineman, S. (2006). On being positive: Concerns
and counterpoints. Academy of Management Review, 31, 270-291. |
5/2 |
Final
Project Presentations Final
Papers due today via WebCT
“Assignment” link by 11:55 p.m. |
ASSIGNMENT SUBMISSION INSTRUCTIONS
WEBCT COURSE SITE
I. Save all word-processed work into a rich text file (or submit in Word). I cannot download or open other word-processed formats.
II. Save assignments with your last name and a brief assignment title: i.e., “Smith Quantitative Research Proposal”
III. Then follow these instructions:
i. For example, if you’re submitting “APA,” place cursor on APA, underline will appear, single mouse click to choose
ii. Click “Add Attachments” button
iii. A new window opens with a “My computer” icon on the left-hand side
iv. Click “my computer”
v. Go to where you saved your assignment on your computer (A drive, C drive, etc.)
vi. Double-click your assignment file (in Word or rtf)
vii. The file will then appear above the “Add Attachments” button
viii. Click “Submit”
ix. You will be asked if this is “okay”
x. Click “Okay”
xi. The site should display your assignment as a link.
xii. You’re finished.
xiii. There are separate assignment submission links for all assignments due in the class.