PEPPERDINE UNIVERSITY

THE GEORGE L. GRAZIADIO

SCHOOL OF BUSINESS AND MANAGEMENT

MSOD 612

INTENSIVE I: INDIVIDUAL DEVELOPMENT AND CHANGE IN ORGANIZATIONS

Fall 2016

SYLLABUS
 Intensive I: Individual Development and Change in Organizations
MSOD 612

Terri Egan
7318 Grebe Dr.
Carlsbad, CA 92011
tegan@pepperdine.edu
(949) 230-0918

Introduction

This course asks the question: How do we develop as supportive, insightful, inspired and
powerful leaders of change? Consider the following:

What explains the gap between our deep desire to lead change and our inaction or
counterproductive behavior?
How do we understand and evolve our mindsets?
How can we convert experience into learning and sustainable behavior change?
Can understanding the relationship between our brain and our mind increase personal and
professional effectiveness and impact?
What contributes to our resilience in the face of uncertainty and continuous change?

The foundation of this course is an integral model of practitioner development and a set of
assessments and interventions that build a mindset prepared to lead change in complex
environments.

Two trends converge to support the theoretical foundation of this session:

1. The recognition that models of leadership and approaches to leadership development must
reflect the complexity of human beings and the complexity of the world in which they
lead.
Organizations that aspire to responsible progress require leaders who are self-aware,
ethical and able to leverage their full capacity.
The past twenty years of leadership development research and practice have advanced
a more integrated and holistic view of what drives leadership behavior and how to
develop leaders (Pearce, 2007, Kegan & Lahey, 2010, Petrie, 2011). Particularly as
related to socially responsible business (Ferdig, 2007, Brown, 2011).

2. The increasing influence of neuroscience discoveries on the field of organization

development.
Discoveries in the field of neuroscience change the way we view the brain and mind
and suggest new ways to evolve consciousness.
The field of Interpersonal Neurobiology (IPNB) (Siegel & McCall, 2009, Siegel
2012) offers an interdisciplinary framework that brings together findings from
neuroscience, cognitive science, complexity theory, psychology and social
psychology.
Research on neural integration suggests that interventions that both differentiate and
integrate the different dimensions of self (intellect, emotion, physical, spiritual,
 intuitive) may foster outcomes such as: resilience, emotional regulation, response
flexibility, insight, compassion, empathy, and interpersonal effectiveness.

Advances in the field of interpersonal neurobiology give us a framework for understanding how
these different aspects of our self can be developed and integrated in service of personal and
professional effectiveness.

Course Description

This course introduces one of the hallmarks of the Pepperdine Masters of Science Degree in
Organization Development, that of understanding the role of ongoing personal development in
sustainable strategic change and in the dynamics of consulting.

Developing ones whole self as an instrument of change requires a sophisticated understanding

of the dynamics of human learning and development. Course content and experiential activities
use principles from the interdisciplinary framework of interpersonal neurobiology (IPNB). At
the end of this session students will have embodied a process for fostering ongoing self-
awareness, insight and action in service of personal well-being and professional effectiveness.

Our values-based curriculum demands a commitment to ones own personal learning as well as a
commitment to the learning of others. This foundation provides a base upon which the
practitioner then learns the additional theory and skills to make substantive professional
contributions to the implementation of sustainable strategic change. Change toward higher
performance at all levels, including a consideration of the human, environmental, social and
economic impact of the change.

Course Learning Outcomes

By the end of the session students will be able to:

1. Embody a process for ongoing learning and self-development in service of personal and
professional effectiveness.

2. Articulate a more complete understanding of their mindset and resulting behavior

patterns.

3. Assess and create initial plan for developing whole person dimensions (spiritual,
intellectual, intuitive, emotional and physical).

4. Integrate an understanding of the role of mindset and brain functioning in facilitating

wellbeing and performance.

5. Increase their capacity to use reflection and focused inquiry with self and others to further
learning.

6. Articulate the relationship between individual and system sustainability.

Required Reading
Articles

Lahl, S., & Egan, T.D. (2012). Bridging the Complexity Gap: Leading Effectively in a VUCA World.
Graziadio Business Review, 15 (3). http://gbr.pepperdine.edu/2012/11/bridging-the-complexity-gap/

Rhodes, K. (2006) Six Components of a Model for Workplace Spirituality. Graziadio

Business Review, 9 (2).
http://gbr.pepperdine.edu/2010/08/six-components-of-a-model-for-workplace-spirituality/

Ferdig, M. (2007). Sustainability Leadership: Co-creating a Sustainable Future. Journal of

Change Management, 7 (1), 25-35. Available on the Pepperdine Library website at:
http://www.tandfonline.com.lib.pepperdine.edu/doi/full/10.1080/14697010701233809

Good, D. J., Lyddy, C. J., Glomb, T. M., Bono, J. E., Brown, K. W., Duffy, M. K., & Lazar,
S. W. (2015). Contemplating Mindfulness at Work An Integrative Review. Journal of
Management, 0149206315617003.

Chesley, J., & Wylson, A. (forthcoming) Managing Ambiguity: The Emerging Impact of
Mindfulness for Change Leaders, Journal of Change Management.

One additional article will be assigned as part of your post session reflection assignment.

Books
Quinn, R. (2004). Building the Bridge as You Walk on It: A Guide for Leading Change. San
Francisco: Jossey-Bass.

Rock, D. (2009). Your Brain at Work: Strategies for Overcoming Distractions, Regaining
Focus and Working Smarter All Day Long. Harper Business.

Schein, E.H. (2011). Helping: How to Offer, Give and Receive Help. Barrett-Kohler.
Chapters 1 and 5 only. The rest of the book will be assigned as recommended for Intensive 2.

Siegel, D. (2010). Mindsight: The New Science of Personal Transformation. New York, New
York: Bantam.

Whyte, D. (2009) The Three Marriages: Reimagining Work, Self and Relationship.
Riverhead Trade.

Recommended
Frankl, V. (1946) Mans Search for Meaning. Any Edition

Lieberman, M. (2013) Social: Why Our Brains are Wired to Connect. Crown.

McGonigal, K. (2011) The Willpower Instinct: How Self Control Works, Why it Matters,
and What You Can Do to Get More Of It. Avery Publishing.
 Mc Kay, M. (2010) Messages: The Communication Skills Book . Emeryville, California:

Patterson, K., Grenny, J., McMillan, R. & Switzler, A. (2011). Crucial conversations. New
York, NY,:McGraw-Hill.

Written Assignments (1.5 spacing, 12 pt. font)

Initial self-assessment (3 pages due 10/20 ) Please bring one hard copy of this assignment to
Pajaro and email a copy to tegan@pepperdine.edu.

1. After taking the Lahl and Egan Whole Person Awareness Assessment (WPAA) describe
your current relationship with each aspect of yourself. (Note: Bring two hard copies of
your completed WPAA to the session).
2. When have you experienced yourself as powerful? What do you do to sustain your
power? What is the impact of your power on others?
3. Who has been a key mentor in your life? What drew you to them? Describe some of the
most valuable learning you received as a result of the relationship?
4. What do you fear about entering the MSOD program? Describe any particular challenges
that you think you may encounter.
5. Without being humble, describe what you value most about yourself.
6. What personal or professional capacity have you been longing to develop?

Reading, writing and reflection assignment (4 pages due 10/20) Please bring one hard copy of
this assignment to Pajaro and email a copy to tegan@pepperdine.edu .

1. Considering Rocks description of how your brain works, identify one or two specific
areas that you would like to develop to improve your professional effectiveness.
2. Read Mindsight with particular attention to chapters eight, nine and ten. This session
calls for you to be in what Siegel identifies as a state of curiosity, openness and
acceptance. As you read these chapters, note what resonates for you. Summarize your
insights about what will increase your own self-compassion and self-acceptance.
3. What is your aspiration for each of your three marriages? Include a brief description of
the current state of each of your marriages.
4. Reflecting on the Quinn reading, identify one or two sections that you found particularly
interesting or moving. Write about the impact of what you read on your hopes for
yourself in the MSOD program.
5. Which of Scheins inquiry types resonates with you and which do you find challenging?
6. After completing the readings for this course, what are you most interested in? What
questions are left unanswered for you?

Post session reflection assignment (due 11/14) Please email a copy of your assignment to
tegan@pepperdine.edu and to your small group leader (to be assigned at the session).

Assignment will be distributed the last day of the session.

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.

Conduct

MSOD Program Policies

The MSOD cohort structure is a unique and powerful design that has been proven effective in
supporting the kind of deep and lasting learning that characterizes the MSOD program. Through
long experience we have arrived at the following policies:

Attendance at each session, for the entire session, is mandatory. Plan on arriving in time to feel
rested and ready for the session. Make your travel arrangements so that you can stay until the
session is completed. In case of an emergency where you have to miss a session you can petition
the MSOD Committee to take the course with the next cohort.

It is a requirement that you stay with your cohort at the property selected for the class. The
cohort experience depends, in part, on the informal learning that takes place when people live
and study together.

Please leave your significant others, children, friends, and pets at home when we are in session.
You may have them join you before or after class - but they may not stay with you while class is
in session.

Refrain from the use of alcohol while class is in session. This includes evening sessions when
you are working on class projects. Because of the interpersonally intense nature of the session -
Intensive I is completely dry even during unscheduled times. That includes time off back in
your condo and all meals.

Illegal drugs are prohibited at all Pepperdine sponsored educational programs.

The cohort experience leads to a close-knit community. Protecting the integrity of the
relationships that form in the MSOD community is up to everyone. Students, faculty and staff
are prohibited from engaging in sexual intimacy with one another.

Please communicate any special dietary requirements or medical conditions to the program
office.

In addition to these MSOD policies, you are bound by the academic and legal policies of the
University while class is in session. These policies are located on pages 257-306 of the current
Graziadio School of Business academic catalog. They are summarized below.

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.
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 students records will be reviewed periodically to determine
suitability to remain enrolled. Specific limitations to and restrictions of the students
privileges may accompany probation.

Policy on 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/.