A TYPICAL DESIGN To illustrate a program focused on individual development, we use the example of a leadership course designed for a manufacturing company. The company had a long history of promoting leadership development and had recently become concerned about building a cadre of “change-agent” leaders capable of coping with the accelerating pace of innovation in the industry. Two professors from a leading business school, experts in leadership, were called in to design a program around the leadership competencies required to effect organizational change. Together the professors and company sponsors produced and delivered a four-day learning experience structured around three distinct modules: the leader’s role in change, skills for implementing change, and motivational and empowerment practices. At the start of day one, participants received survey feedback from a dozen of their workplace colleagues (superiors, peers, and subordinates). This feedback was structured so that the competency categories that were reported corresponded with each of the course’s three themes. This ensured that participants could personally gauge their strengths and weaknesses against the competencies described in the modules about to be taught. It was assumed that feedback early in the course would stimulate the participants’ desire to learn. Following this feedback and a personal review session with an onsite coach, the program began with a module on leadership vision and change. Using a series of case studies from companies such as General Electric, Microsoft, and the Virgin Group, participants learned lessons about core leadership concepts such as strategic vision, unconventional market perspectives, and environmental scanning for opportunities. During course discussions, the professors encouraged participants to share their own experiences. This created dialogue that allowed the core concepts to be applied to the individuals’ own leadership challenges and personal work situations. A second module was presented in days two and three that emphasized skills required for implementing change. Another series of case studies illustrated how effective leaders at several companies had successfully orchestrated large-scale organizational change. For example, participants explored the successful turnaround of the international advertising agency Ogilvy & Mather by its senior leader Charlotte Beers. This case study taught lessons about the process of developing a strategic vision and ways to implement the vision once it was defined. Experiential exercises were used to teach communications and influence skills. A portion of day three and all of day four explored the remaining themes of motivation and empowerment—again using experiential exercises and case discussions as the principal vehicles for conveying lessons and insight. Participants learned about the personal philosophies that leaders often draw on in their efforts to empower others, and about the importance of lea.

1. A TYPICAL DESIGN
To illustrate a program focused on individual development, we
use the example of a leadership course designed for a
manufacturing company. The company had a long history of
promoting leadership development and had recently become
concerned about building a cadre of “change-agent” leaders
capable of coping with the accelerating pace of innovation in
the industry. Two professors from a leading business school,
experts in leadership, were called in to design a program around
the leadership competencies required to effect organizational
change. Together the professors and company sponsors
produced and delivered a four-day learning experience
structured around three distinct modules: the leader’s role in
change, skills for implementing change, and motivational and
empowerment practices.
At the start of day one, participants received survey feedback
from a dozen of their workplace colleagues (superiors, peers,
and subordinates). This feedback was structured so that the
competency categories that were reported corresponded with
each of the course’s three themes. This ensured that participants
could personally gauge their strengths and weaknesses against
the competencies described in the modules about to be taught. It
was assumed that feedback early in the course would stimulate
the participants’ desire to learn.
Following this feedback and a personal review session with an
onsite coach, the program began with a module on leadership
vision and change. Using a series of case studies from
companies such as General Electric, Microsoft, and the Virgin
Group, participants learned lessons about core leadership
concepts such as strategic vision, unconventional market
perspectives, and environmental scanning for opportunities.
During course discussions, the professors encouraged
participants to share their own experiences. This created
dialogue that allowed the core concepts to be applied to the

2. individuals’ own leadership challenges and personal work
situations.
A second module was presented in days two and three that
emphasized skills required for implementing change. Another
series of case studies illustrated how effective leaders at several
companies had successfully orchestrated large-scale
organizational change. For example, participants explored the
successful turnaround of the international advertising agency
Ogilvy & Mather by its senior leader Charlotte Beers. This case
study taught lessons about the process of developing a strategic
vision and ways to implement the vision once it was defined.
Experiential exercises were used to teach communications and
influence skills. A portion of day three and all of day four
explored the remaining themes of motivation and
empowerment—again using experiential exercises and case
discussions as the principal vehicles for conveying lessons and
insight. Participants learned about the personal philosophies
that leaders often draw on in their efforts to empower others,
and about the importance of leaders demonstrating their values
and beliefs in day-to-day actions. Throughout the program,
participants were continually required to reflect on their own
actions. They were encouraged to think about the extent to
which they embody the skills and worldviews they were being
taught, and they were asked to discuss their own personal
challenges. There were also opportunities to practice some of
the skills and to receive performance feedback.
Such is the design of a fairly typical in-company program aimed
at developing individual leadership capabilities. A carefully
tailored assessment tool gathers feedback from colleagues prior
to the course and provides detailed input on the developing
leader’s effectiveness along course dimensions. This gives the
individual a good sense of specific strengths and weaknesses
and motivates the need to learn. Case studies, practice sessions,
and reflective exercises convey and teach essential ideas,
frameworks, and techniques. In the end, participants learn about
the characteristics of effective leaders and learn what these

3. leaders actually do. Individuals are compelled to contemplate
these leadership characteristics in light of the beliefs and
behavior they demonstrate in their own jobs. With this
knowledge, it is presumed that participants will return to their
workplaces and implement the skills and worldviews they have
learned.
Though the course meets a larger organizational need around
change leadership, the experience is geared toward the
individual learner. There may be limited attempts to address
some of the leadership challenges facing the organization itself,
but the emphasis remains on the individual. Moreover,
participants may or may not attend the development program
with colleagues they work with on a regular basis (in this
example, they did not). In programs where participants attend
individually from different parts of the organization, they are
likely to have greater difficulty applying their learning when
back on the job due to a lack of common understanding and
support among the members of their work group. As a result,
learning often remains an individual experience built around the
one-time learning event. This is particularly true with open-
enrollment university programs where participants may be the
sole representative from their company
Cite at least four (4) peer reviewed journals APA format using
in text-citations for all quoted or paraphrased material,
Minimum 3 Pages
Discuss how a firm can add value by combining traditional
capital budgeting techniques with an alternative strategy and
consider sustainable capital. Your paper should synthesize at
least one alternative technique into the capital budgeting
process. Justify how this technique creates value in an
organization.

4. PSY 616: Summative Case Study Analysis Guidelines and
Rubric
Overview
One of the comprehensive assessments in this course is the
evaluation of the efficacy of the organizational consulting
methods used in a case study. This
problem-based learning task is the heart of practical application
of industrial-organizational (I-O) psychology. Building on the
two formative assessments
analyzing case studies, this will further your understanding of
the concepts and how to apply the actions for a successful
consultation of an organization—that is,
diagnosing problems, drafting a plan to address them, and
practically implementing this plan. The case study analysis is
submitted in task 8-2.
Outcome
This assessment will appraise your mastery with respect to the
following course outcome:
methodology, effectiveness in achieving organizational goals,
and ethical implications
Prompt
Review the “Typical Design” case study presented in Chapter
34 of the Organization Development textbook (pages 683–685).
For this psychological consulting case study, summarize the key
features of the situation. Then evaluate the research methods

5. used, their effectiveness in
achieving organizational goals, and the ethical implications. In
your three- to four-page analysis, ensure that you address the
following questions:
1. What did the consultant do right?
2. What might the consultant have done differently?
3. What potential ethical implications might result from this (or
any other) training intervention?
Use at least two outside sources to support your position on the
effectiveness of the design of the leadership development
course.
Specifically, the following critical elements must be addressed:
1) Method Evaluation
a) Identification: Provide a description of the organizational
consulting methods used in the case study.
b) Interpretation: Provide a well-developed interpretation of the
rationale for the organizational consulting concepts used in the
case study.
2) Organizational Goals
a) Effectiveness of organizational consulting methods: Develop
informed conclusions by analyzing the effectiveness of the
organizational consulting
methods used in achieving organizational goals. Justify your

6. conclusions with evidence from the study itself.
b) Research integration: Develop informed conclusions by
analyzing the effectiveness of the organizational consulting
methods in achieving
organizational goals. Justify your conclusions with evidence
from at least two organizational consulting scholarly resources.
3) Ethical Implications
a) Assessment: What are the ethical implications of the training
intervention used, considering the viewpoints of different
stakeholders?
4) Recommendations
a) Suggestions: Provide concrete suggestions for changes in the
methods used to create the leadership development course.
Rubric
Requirements of submission: Double-spaced Word document,
12-point Times New Roman font, one-inch margins, APA
format. The case study analysis should be
three to four pages in length (not including title page and
references) and should integrate no fewer than two scholarly
resources.
Instructor Feedback: This activity uses an integrated rubric in
Blackboard. Students can view instructor feedback in the Grade
Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (90%) Needs

7. Improvement (70%) Not Evident (0%) Value
Method Evaluation:
Identification (1a)
Meets “Proficient” criteria and
uses specific and relevant details
Describes the organizational
consulting methods used in
the case
Describes organizational
consulting methods used in the
case, but overlooks relevant
factors
Does not describe
organizational consulting
methods used in the case
10
Method Evaluation:
Interpretation (1b)
Meets “Proficient” criteria and
substantiates interpretation with
research

8. Provides a well-developed
interpretation of the rationale
for the organizational
consulting concepts used in
the case study
Provides an interpretation of the
rationale for the organizational
consulting concepts used in the
case study, but overlooks relevant
factors
Does not interpret the
rationale for the
organizational consulting
methods used
15
http://snhu-
media.snhu.edu/files/production_documentation/formatting/rubr
ic_feedback_instructions_student.pdf
Organization Goals:
Effectiveness of
Organizational
Consulting Methods
(2a)
Meets “Proficient” criteria and

9. demonstrates exceptional logic
by using evidence provided
within the case
Analyzes the efficacy of the
organizational consulting
methods used in achieving
the organizational goals,
considering the evidence
provided within the case
Analyzes the efficacy of the
organizational consulting methods
used in achieving the
organizational goals, but does not
consider the evidence provided
within the case
Does not provide any
analysis of the efficacy of the
consulting methods used in
achieving the organizational
goals
15
Organizational Goals:
Research Integration
(2b)
Meets “Proficient” criteria and
justifies conclusions by making
connections between varied

10. examples of research-based
evidence
Analyzes the efficacy of the
organizational consulting
methods used in achieving
the organizational goals,
justifying conclusions with
research-based evidence
Provides an analysis of the
efficacy of the organizational
consulting methods used in
achieving the organizational goals;
however, supporting research is
insufficient or inappropriate
Does not provide any
analysis of the efficacy of the
consulting methods used in
achieving the organizational
goals
10
Ethical Implications
(3a)
Meets “Proficient” criteria and
substantiates assessment with
research

11. Thoughtfully assesses the
ethical implications,
considering the viewpoints of
different stakeholders
Assesses the ethical implications,
with limited consideration of the
viewpoints of different
stakeholders
Does not assess the ethical
implications
20
Recommendations
(4a)
Meets “Proficient” criteria and
uses research-based evidence to
substantiate the suggestions
Provides concrete suggestions
for changes in the methods
used to develop the
leadership course
Provides suggestions for changes
in the methods used to develop
the leadership course, but there
are gaps in logic
Does not provide suggestions

12. for changes in the methods
20
Articulation
of Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and organization
and is presented in a professional
and easy-to-read format
Submission has no major
errors related to citations,
grammar, spelling, syntax, or
organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or
organization that prevent
understanding of ideas
10
Earned Total 100%