Analyzing Behavior in Organizations

BUS 903
NUMBER OF CREDITS: 3
PREREQUISITES: No
URL for Blackboard Site: Locate the course site by logging into Blackboard: https://blackboard.edgewood.edu

Instructional Mode: Online Length of course: 6 weeks

INSTRUCTOR

Instructor: Richard Bruce, Ph.D.

Title: Senior Lecturer

CONTACT INFORMATION

Preferred Contact Method: Email

Email: [email protected]
* In case of any academic doubts, please reach out to the professor via
email.

WELCOME TO OUR COURSE

My name is Richard Bruce Ph.D., and I will be your instructor for this course. I want to welcome you to our Organizational Behavior
learning community. Together, we will create an inclusive learning community. We come from different backgrounds and bring to
this class a wealth of knowledge acquired through our previous experiences. I believe that everyone’s contributions are important
and they should be heard in order to enrich the learning experience.

I am committed to providing you with engaging educational experiences to help you learn the material and be successful in class. As
stated above, we are all different, and come to this class at different levels. This course is challenging and each of you may require
different amounts of effort to be successful. I want you to know that I am here to help you, regardless of the level or kind (content,
organizational skills, etc.) of help you may need. Let us make this a great course.

REQUIRED ADDITIONAL LEARNING MATERIALS ARE POSTED ON BLACKBOARD

Course readings are posted in Blackboard

• Computer with reliable Internet access

Locate the course site by logging in to Blackboard with your Edgewood user ID and password. https://blackboard.edgewood.edu

Remember that to protect your user account as per Edgewood’s Acceptable Use Policy, you should never share your Edgewood login
password with anyone else.

If you are experiencing any technical problems with Blackboard, please contact the Technology Assistance Center:

BUS 903 Organizational Development and Behavior

 • Phone: 608-663-6900

• Email: [email protected]

You may also want to consult the Blackboard Learn Help for Students website.

COURSE DESCRIPTION

This course is the study of both human behavior in an organizational setting and the operations related to organizational design and
development. The purpose of this kind of study is to equip organizational leaders with the insight necessary to develop interpersonal
relationships that will build teams, increase productivity, enhance the quality of work life, orchestrate change, improve employee
retention, and augment communication. Topics covered in this course include the following:

● Introduction to the field and study of Organizational Behavior

● Motivation
● Groups, themes, job design and work structures
● Power
● Leadership
● Conflict and Negotiations
● Cognition and Decision Making

LEARNING OUTCOMES

Upon successful completion of this course, students will:

● Identify, describe and assimilate the theory/practice covered in this course in real work situations.
● Assess your own values, attitudes, emotions, personality, perceptions and learning styles while understanding differences in
others
● Assess the impact each of the above factors has on decision-making, ethics, organizational performance and satisfaction.
● Examine motivational factors that promote performance.
● Recognize the role of groups and teams and propose strategies to promote cohesiveness and effectiveness within diverse
and organizational designs.
● Explore multiple dimensions of leadership and power to expand one’s ability to be more effective within diverse group
situations.
● Distinguish multiple roles of conflict and negations and understand the implications of each in relationship to personal and
organizational goals.
● Understand elements of organizational structure and culture in the development and alignment of organizational structures
and cultures.
● Explore the changing dynamics of individuals and organizations.
● Understand how to initiate, plan, and implement organizational change and develop skills for managing the change process.
● Assess the synthesis of the relationship of individuals, groups and organizational processes and structures and apply
through the examination of cases.
● Understand the concept of sustainability and how to integrate sustainability into a company’s strategy.
● Extend professional communication skills by facilitating class discussions and written assignments.

TEACHING AND LEARNING ACTIVITIES

Learning is a collaborative process. Sharing work experiences, life lessons, and personal opinions in-class activities will help us make
relevant connections with real-world experience, allowing us to apply the knowledge we glean from the textbook and other sources.
During class sessions please be prepared for lectures and interactive discussions and activities.

BUS 903 Organizational Development and Behavior

WHAT IT MEANS TO BE A MEMBER OF THIS CLASS

PARTICIPATION: To be successful in this course, it is essential to log in to the Blackboard course site multiple times per week to
complete the required learning readings, videos, assignments and discussion questions.

CLASS DISCUSSIONS: Across the various modules in this course, you will find many discussion forum questions. Make sure you
participate in them and respond to your peers’ responses as well.

● EXPECTATIONS FOR TIME SPENT OUTSIDE OF CLASS: Participation throughout the course is essential to academic success.
To complete all module readings, videos, discussion questions, and assignments, plan to spend a minimum of 6 to 8 hours a
week.

GRADING

Your grade will be comprised of the following elements:

Graded Item Description Portion of Grade

Organizational Each student will be required to produce an organization analysis project in which they
Analysis will provide an analysis of the organization they are familiar with regarding a major
topic of the course. Major topics include (but are not limited to), Employee 50%
Engagement, Teams and Team Building, Leadership, Decision-Making, Performance
Management, Diversity & Inclusiveness & Change Management. Pick an organization
you know well. It could be your employer, a social/recreational/religious or
educational organization, or any publicly-traded organization that you closely follow.
Assess the organization on the topic or focus area of organizational behavior you chose
for the project. The following activities are involved with this project:

1) Select an organization to study. The most important consideration factor in

choosing your organization is access. You will need to gather information
about the organization.

2) Select an issue. The range of options is large. It needs to involve

organizational behavior topics that are relevant to the organization you select.
You can choose among topics discussed throughout the course, and/or in any
of the various readings utilized in the course. For example, you may be
interested in worker motivation and job satisfaction, goal commitment and
job performance, the effectiveness of teams and real estate worker
performance, and the personality trait of extraversion and sales performance.
It is very important that you focus your analysis on one core issue. Attempting
to do too much typically leads you to lose your focus and receive low marks.

3) Gather relevant information and data. You have several options for gathering
information and data. You may leverage existing data in the organization (e.g.
employee surveys, employee interviews, organizational performance data,
etc...), conduct best practices research, gather industry or market data,
conduct a literature review, or collect new data and information. Use any data
collection procedure that will help you achieve your goals.

In case you find it difficult to access data for your own organization or any

BUS 903 Organizational Development and Behavior

Graded Item Description Portion of Grade

organization you have chosen, try to choose a public-listed company so that it

is easier for you to find this data. Remember, access to relevant data is a key
consideration for picking the organization for this project.

4) Analyze your problem or issue. Using the information and data you have
gathered about the organization, draw some conclusions about the issue you
are studying. Draw on the organizational behavior literature relevant to your
topic to help you analyze it. Your analysis should be clear, logical, and based
on what you have learned from your data, the class, the readings, and so on.
It is helpful to include tables and figures in the report to clarify your analyses.

5) Generate suggested solutions. Given your analysis of the problem, generate

key steps an organization can take to improve any problems and build on any
strengths. Your suggestions should involve things an organization could do
given constraints. It might be helpful to first lay out all possible solutions,
including “ideal” ones in a world without constraints, and then select from
those, attempting to approximate the ideal ones. Your suggestions should be
based whenever possible on general and guiding principles of organizational
behavior learned in the course.

Report guidelines: The report should answer the following questions, using the data
you gathered:

1) What is the nature of the problem, and what are the likely causes based on
organizational behavior (OB) concepts?

2) How can OB concepts be applied and extended to solve the problem?

3) What specific action steps should the organization take to solve the problem?

4) What are the potential barriers and obstacles to following your recommendations?

5) What are the risks and possible unintended consequences of following your
recommendations?

6) How will you communicate your findings to your clients and overcome potential
resistance?

The report should not exceed 10-12 pages excluding the title page, references, or
appendices. You should include a one-page executive summary before the
introduction. Throughout the report, use specific references to course readings and/or
lectures to add credence to your diagnoses and recommendations.

The organization analysis should be in the form of a report. The following is required

BUS 903 Organizational Development and Behavior

Graded Item Description Portion of Grade

for the project layout:

• Title of project
• Executive Summary (approximately a 150-word paragraph
• Introduction: organizational issue studied, relevance to organizations
• Method: description of the organization, data collection procedures, information
gathered
• Results: analysis of aggregate data and information
• Implications: make conclusions, alternative explanations, suggest solutions

Assignments are to be submitted through the Blackboard assignment portal. If

submitting a written deliverable, it must be in Word format double spaced, and no less
than 12 font. APA formatting and style should be followed; however, it is most
important to present a professional business report in the same fashion you would
submit to your boss, CEO or advisory board. Assignments should be focused on
succinct, scholarly and professional content and formatting.
You are required to read at least one book relevant to the organizational behavior
Book Review and field. There are many options for this and a list of book recommendations will be
Presentation available in Blackboard. You are not limited to a book from that list, they are 30%
suggestions.

You will present the book content and your own reading thoughts in a review. Your
review needs to be succinct in submitted in the format of a 3-4 minute video. To
record this video, you can either create some slides for your reference or create a
document with your thoughts. Then, record yourself presenting the document/slides.

While they vary in tone, subject, and style, they share some common features:

• First, a review gives the reader a concise summary of the content. This includes a
relevant description of the topic as well as its overall perspective, argument, or
purpose.
• Second, and more importantly, a review offers a critical assessment of the content.
This involves your reactions to the work under review: what strikes you as noteworthy,
whether or not it was effective or persuasive, and how it enhanced your understanding
of the issues at hand.
• Finally, in addition to analyzing the work, a review often suggests whether or not
the audience would appreciate it.

Assignments are to be submitted through the Blackboard assignment portal. Submit as

an embedded mp4 file or provide a link to view the video on YouTube. If using the link,
then the video must be set to Unlisted for the instructor to view.
Write a 10-page paper that explores the intricate relationship between 20%
Organizational organizational behavior and leadership and its influence on performance and
behavior and productivity within modern organizations. The research will examine theoretical
leadership paper frameworks, and conduct an investigation to provide a holistic understanding of the
subject matter. The paper should provide novel insights to the fields of organizational
behavior and leadership while addressing the practical implications for enhancing

BUS 903 Organizational Development and Behavior

 Graded Item Description Portion of Grade
organizational effectiveness.

To write the paper, identify a challenge an organization may have faced (may be an
organization you have worked in or a well-known organization whose journey you may
have followed). Then, from a theoretical perspective, assess the way the leadership of
the organization reacted to the challenge. By reviewing existing literature about
addressing the challenge, you can then articulate how similar challenges have been
addressed by other organizations in different contexts. The objective of this paper is
to then identify a solution that would address the organizational challenge that you
have identified.

For your reference, the organizational analysis paper is to be approached from an

organizational behavior perspective, while this paper is to be approached from a
leadership theory perspective.

Assignments are to be submitted through the Blackboard assignment portal. The

assignment must be submitted in Word format double spaced, and no less than size-12
font. APA formatting and style should be followed. The assignment should be focused
on succinct, scholarly and professional content and formatting.

Total 100%

GRADE SCHEMA:

Score % Letter Grade GPA

Less than 50 F 0
50 - 55 D 1.0
56 - 60 CD 1.5
61 - 65 C 2.0
66 - 75 BC 2.5
76 - 85 B 3.0
86 - 90 AB 3.5
90 & above A 4.0

BUS 903 Organizational Development and Behavior

Model Topics/Learning Readings and Resources
number Objectives
Module 1 Introduction to the field
and study of Heath, C., & Sitkin, S. 2001. Big-B versus Big-O: What is organizational about
Organizational Behavior organizational behavior? Journal of Organizational Behavior, 22: 43-58.

Chatman, J. A., & Flynn, F. 2005. Full-cycle micro-organizational behavior research.

Organization Science, 16: 434-447.

Pillutla, M. & Thau, S. (2013). Organizational sciences’ obsession with “that’s

interesting!”: Consequences and an alternative. Organizational Psychology Review,
3, 187–194.

Banks, G. C., Woznyj, H. M., & Mansfield, C. A. (2021). Where is “behavior” in

organizational behavior? A call for a revolution in leadership research and beyond.
The Leadership Quarterly. https://doi.org/10.1016/j.leaqua.2021.101581

Module 2 Motivation
Pink, D. (2011). The puzzle of motivation. TED
talk. http://www.ted.com/talks/dan_pink_on_motivation.

Gagné, M., & Deci, E. L. 2005. Self-determination theory and work motivation.
Journal of Organizational Behavior, 26: 331-362.

Gerhart, B., & Fang, M. (2015). Pay, intrinsic motivation, extrinsic motivation,
performance, and creativity in the workplace: Revisiting long-held beliefs. Annu.
Rev. Organ. Psychol. Organ. Behav., 2(1), 489-521.

Mohsin Shafi, Zoya, Zheng Lei, Xiaoting Song, & Sarker, M. N. I. (2020). The effects
of transformational leadership on employee creativity: Moderating role of intrinsic
motivation. Asia Pacific Management Review, 25(3), 166–176. https://doi-
org.edgewood.idm.oclc.org/10.1016/j.apmrv.2019.12.002

Taşgi̇t, Y. E., Çi̇çek, T., Yildirim, M., & Coşkun, B. (2023). The Effects of Managers’
Strategic Behaviors on Motivation at Workplace in a Chaotic Environment. Ege
Academic Review, 23(1), 75–88.
https://doi-org.edgewood.idm.oclc.org/10.21121/eab.1060704

Iyengar, S. S., Wells, R. E., & Schwartz, B. 2006. Doing better but feeling worse:
Looking for the ‘best’ job undermines satisfaction. Psychological Science, 17: 143-
150.

Module 3 Groups, themes, job design

and work structures Goncalo, J. A., Chatman, J. A., Duguid, M. M., & Kennedy, J. A. (2015). Creativity
from constraint? How the political correctness norm influences creativity in mixed-
sex work groups. Administrative Science Quarterly, 60(1), 1-30.

Lawrie, E. J., Tuckey, M. R., & Dollard, M. F. (2018). Job design for mindful work:

BUS 903 Organizational Development and Behavior

 The boosting effect of psychosocial safety climate. Journal of occupational health
psychology, 23(4), 483.

Morrissette, A. M., & Kisamore, J. L. (2020). Trust and performance in business

teams: a meta-analysis. Team Performance Management: An International
Journal.

Wimmer, J., Backmann, J., & Hoegl, M. (2019). In or Out Exploring the
Inconsistency and Permeability of Team Boundaries. Small Group Research 50(6),
699–727. https://doi.org/10.1177/1046496419851842

Hernaus, T., Černe, M., & Škerlavaj, M. (2021). The interplay between relational
job design and cross-training in predicting employee job/task citizenship
performance. Human Resource Development Quarterly, 32(4), 625-646.

Module 4 Power
Berti, M., & Simpson, A. V. (2021). The dark side of organizational paradoxes: The
dynamics of disempowerment. Academy of Management Review, 46(2), 252-274.

Sturm, R. E., Herz, H., & Antonakis, J. (2021). The science of leader power. The
Leadership Quarterly https://doi.org/10.1016/j.leaqua.2021.101550

Module 5 Leadership
Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories,
research, and future directions. Annual review of psychology, 60, 421-449.

Fast, N. J., Burris, E. R., & Bartel, C. A. (2014). Managing to stay in the dark:
managerial self-efficacy, ego defensiveness, and the aversion to employee voice.
Academy of Management Journal, 57(4), 1013-1034.

Module 6 Conflict and Negotiations

Hong, A. P. C. I., & Wijst, P. J. (2013). Women in Negotiation: Effects of Gender and
Power on Negotiation Behavior. Negotiation and Conflict Management Research,
6(4), 273.

Martin, A., Keller, A.,

& Fortwengel, J. (2019). Introducing conflict as the micro foundation of
organizational ambidexterity. Scientific organization, 17(1). 38-61.

Van Bunderen, L., Greer, L. L., & Van Knippenberg, D. (2018). When interteam
conflict spirals into intra team power struggles: The pivotal role of team power
structures. Academy of Management Journal, 61(3), 1100-1130.

Module 7 Cognition and Decision

Making Trunk, A., Birkel, H., & Hartmann, E. (2020). On the current state of combining
human and artificial intelligence for strategic organizational decision making.
Business Research, 13(3), 875-919.

BUS 903 Organizational Development and Behavior

 Koch, A. J., D'Mello, S. D., & Sackett, P. R. (2015). A meta-analysis of gender
stereotypes and bias in experimental simulations of employment decision making.
Journal of Applied Psychology, 100(1), 128.

Suggested books:
Citation. Kahneman, D. (2011). Thinking, fast and slow.
Thaler, R. H., & Sunstein, C. R. (2009). Nudge
Kahneman, D., Sibony, O., & Sunstein, C. R. (2021). Noise: a flaw in human
judgment.
Ariely, Dan. Predictably Irrational: The Hidden Forces That Shape Our Decisions

COURSE SCHEDULE

All modules and assignments will be released together in Week 1. Learners will get 6 weeks to complete the modules and the
assignments.

EDGEWOOD COLLEGE LEARNING COMMUNITY POLICIES & RESOURCES

Institutional policies and resources are listed below. Students are advised to see Department or School policies that also may be
related to their courses.

STUDENT HANDBOOK AND CATALOG

Edgewood College Student Rights & Responsibilities: https://deanofstudents.edgewood.edu

Edgewood College Catalog: https://catalog.edgewood.edu/

TITLE IX

Because each person deserves a learning environment that is free from harassment, Edgewood College policy specifically prohibits
all forms of sexual misconduct and relationship violence, including harassment based on gender, gender identity, or gender
expression. Harassment, inside or outside the classroom, is not tolerated on our campus.

Many Edgewood College staff members (known as responsible parties”) are required to report experiences you might share
regarding sexual harassment or misconduct to the college’s Title IX Coordinator. Therefore, to report your experience, and to have
such reporting remain confidential, you will be best served by opening discussions with confidential support services. To find out
who you can approach for confidential and non-confidential support, see this link.

Discussing your experience with confidential support can help you decide whether you wish to submit an official, non-confidential
report. For comprehensive Title IX Information, including confidential and non-confidential campus resources and off-campus
resources see https://www.edgewood.edu/student-life/title-ix.

NON-DISCRIMINATION & HARASSMENT

College policy specifically prohibits discrimination or harassment based on any characteristic protected under law, including gender
identity and expression. The College affirms and protects the rights and opportunities of all persons to a working and learning

BUS 903 Organizational Development and Behavior

environment free from discrimination and harassment. If you have been the target of (or have witnessed) an incident of
discrimination, you may report this online by going to https://cm.maxient.com/reportingform.php?EdgewoodCollege&layout_id=4.

Upon submission of this form, it will be sent to Edgewood's Bias Assessment Team. Students who need assistance with completing
the form or wish to report an incident in person may do so by contacting the Executive Director for Student Equity & Inclusion in
Predolin 239.

Phone: 608-663-4161
Email: [email protected]

Diversity & Inclusion at Edgewood: http://diversity.edgewood.edu/

ACADEMIC HONESTY POLICY

As members of a scholarly community dedicated to healthy intellectual development, students and faculty at Edgewood College are
expected to share the responsibility for maintaining high standards of honesty and integrity in their academic work.

Each student should reflect this sense of responsibility toward the community by submitting work that is a product of his or her own
effort in a particular course, unless the instructor has directed otherwise. In order to clarify and emphasize its standards for
academic honesty, the College has adopted this policy.

The following are examples of violations of standards for academic honesty and are subject to academic sanctions:

• Cheating on exams, submitting collaborative work as one’s own, falsifying records, achievements, field or laboratory data or
other coursework.
 Stealing examination or course materials.
 Submitting work previously submitted in another course, unless specifically approved by the present instructor.
 Falsifying documents or signing as an instructor or administrator’s name to a document or form.
 Plagiarism.
 Or aiding another student in any of the above actions.

Suspected violations of the Academic Honesty Policy will be reported to the Academic Dean’s Office.

PRIVACY OF STUDENT RECORDS – FERPA

The Family Educational Rights and Privacy Act (FERPA) of 1974, also known as the Buckley Amendment, provides that students have
the right to see their records (accessibility) and to determine who will see their records (confidentiality). Detailed information on the
provisions of the Act and its applications are included in the Student Handbook.

TECHNOLOGY ASSISTANCE CENTER - HELP DESK

Please note: never share your login and password information with anyone else!

If you are experiencing any technical problems or with your course Blackboard site, please contact the Technology Assistance
Center:

 Phone: 608-663-6900
 Email: [email protected]

BUS 903 Organizational Development and Behavior

CENTER FOR STUDENT ACCESS

The Center for Student Success encourages study, reflection and action for all learners. We strive to offer holistic advising and
academic coaching that responds to the needs of our diverse community.

 Edgewood students are eligible—and encouraged—to use the Learning Lab, the Writing Center and Academic Course
Coaches as a part of their academic success. Course Coaches are students who are interested in helping you succeed. They
also have had experience in the class, as well as developed strategies for success through study skills, prioritizing tasks,
motivation, and practice. You can choose to visit drop-in hours, attend peer-led reviews, participate in facilitated group
learning, and meet 1-on-1, depending on the class.
 Edgewood also uses an Early Alert System, aimed at giving professors a clear way to communicate any academic concerns
they see while there is still time to address any factors that might be impacting your success in their class. This process
notifies both your advisor and Academic Success that you may need additional support.

For more information about Academic Success or Early Alerts contact [email protected]

CAREER DEVELOPMENT DEPARMENT

The Career Development Department works with each student to build an individual plan as a road map to achieve their career
goals. It guides students to continuously explore their unique abilities, interests and preferences that influence their academic,
personal, and professional decisions.

Career Development resources, appointments and events support students through a developmental process. Students will know
how to:
 Assess values, interests, personality and skills to make informed major and career choices.
 Explore relevant career options and build knowledge, skills, and abilities that align with their interests through
internships and other opportunities on and off campus.
 Conduct an effective internship, graduate school and job search.
 Build effective personal brand tools and professional network.

As students engage in this developmental process they will progress along a trajectory of sharpened and focused skills.

 https://careers.edgewood.edu/
 Location: DeRicci 209A and 209C
 Email: [email protected] or [email protected]
 Phone: 608.663.3288

For resources, events, appointments, and drop-in hours visit https://edgewood.joinhandshake.com/

ACCESSIBILITY & DISABILITY SERVICES

Every person learns in different ways, and sometimes the ways we learn do not match the ways we are taught. Understanding how
you learn is the first step toward making sure that you receive information in a way that makes sense to you.

For more information about the legal rights of people with disabilities, based on the Americans with Disabilities Act (ADA), see What
is the ADA?.

If you know or think you may have a learning, physical, emotional, or mental health disability or difference, please contact the
Disability and Accessibility Services Center to discuss what kinds of accommodations or support might be helpful to you.

 Office: DeRicci 206 H

BUS 903 Organizational Development and Behavior
  Email: [email protected]
 Phone: 608-663-2831
 Website: https://www.edgewood.edu/accessibility

The Disability and Accessibility Services Center will keep your information confidential, but will discuss with you the benefits of
notifying your instructors, with your permission, of any needs you have for accommodations such as additional testing time, shared
note taking, etc.

MILITARY & VETERAN SERVICES

At Edgewood College, we appreciate the sacrifice that military service demands, no matter where your career took you. We are
pleased to welcome all veterans and dependents to our campuses and outreach locations. If you have any questions regarding
federal educational benefits, degree programs that are available, or about veterans’ services that are offered at Edgewood College
please feel free to contact the Director of Military & Veterans Services in DeRicci 122.

 Phone: 608-663-4266
 Email: [email protected]

WELLNESS CENTER

The Wellness Center is located in Dominican 122 and is home to Health Services, Personal Counseling Services, a relaxation room,
and the Dominican Hall fitness center. Health Services is staffed by a board-certified nurse practitioner and offers resources for
healthy lifestyle, disease prevention, acute illness, and minor injury. Personal Counseling Services is staffed by licensed psychologists
and provides individual and group counseling. Urgent care appointments are available any time during business hours for students
experiencing a mental health crisis. Students can call or email to schedule.

 Health Services
o Phone: 608-663-8334
o [email protected]
o Hours: Mon and Wed 8:00am to 4:30 by appointment
o www.edgewood.edu/wellness/health

 Personal Counseling Services:

o Phone: 608-663-4148
o Email: [email protected]
o Personal Counseling Hours: 8:00-4:30 M-F
o www.edgewood.edu/wellness/counseling

WRITING CENTER

The Writing Center, located in the library on the 1st floor, offers free drop-in service to all students. No appointment is necessary.
Writing coaches from various academic disciplines work one-on-one with students at all stages of the writing process, such as
brainstorming ideas, drafting, revising, and editing.

Find our hours & other resources at: https://edgewood.sharepoint.com/sites/Learning

Contact: Douglas Wandersee, Coordinator of Academic Success, [email protected]

BUS 903 Organizational Development and Behavior

LEARNING LAB

The Learning Lab, located in the library on the 1st floor, offers free drop-in service to all students. No appointment is necessary.
Coaches from various subjects work one-on-one, in small groups, and host review sessions.

Find our hours & other resources at: https://edgewood.sharepoint.com/sites/Learning

Contact: Douglas Wandersee, Coordinator of Academic Success, [email protected]

EDGEWOOD LIBRARY RESOURCES

The Oscar Rennebohm Library is a great spot for quiet study and group work. We have reservable study rooms, a large computer lab,
ample comfortable seating, and lots of access to power and wi-fi. Librarians are available in person and online anytime the library is
open. We are eager to help with research and citation questions. For more information, visit https://library.edgewood.edu.

The Reference & E-Svs Librarian for the SoN is Samantha Seagrist and she would be a great contact person to help you with your
library searches. She can be reached at [email protected]/. Also another helpful link to access nursing resources through the
Edgewood College library is http://libguides.edgewood.edu/Nursing

BUS 903 Organizational Development and Behavior