Foundations in Positive Organizational Scholarship

M&O 455 for MBAs and Undergrads

Course Instructor

Jane E. Dutton

Robert L. Kahn Distinguished University Professor

of Business Administration and Psychology

4356 Ross,

OFFICE HOURS- 3:30-5:30 Tuesdays during Winter A

734-764-1376

Course Facilitator

Betsy Erwin

Education Lead, Center for Positive Organizations

3rd Floor 914 Hill,

734-647-8154

Course Facilitator

Monica Worline, Ph.D. President of Vervago and

Faculty Affiliate of the Center for Positive Organizations

650-776-1177

OFFICE 10-11:30 Mondays at the Center (first day will be Monday the 26th because of the King holiday)

Course Description

This course is designed to give students (undergraduate and MBAs) a working and practical knowledge of the growing domain of positive organizational scholarship (POS) based on an intensive immersion in POS research and practice. POS is an interdisciplinary approach to leading and being in work organizations in ways that call forth the best in people, resulting in individual and collective flourishing. Flourishing is a term that captures the optimal state of functioning of individuals, groups or organizations, with indicators such as thriving, engagement, health, growth and creativity as well as other markers of being in a state of positive deviance.

POS draws from multiple theoretical perspectives in the interdisciplinary field of organizational studies that are embracing new knowledge and new practices that arise when research focuses on what enables people, teams and organizations to flourish. These include developments in positive psychology,positive applied organizational psychology, positive organizational behavior,and appreciative inquiry. There is particular strength in the POS perspectiveat theRoss School of Business where the Center for Positive Organizations has been a hub for the development and dissemination of these ideas for over 12 years. The rapid growth of this perspective on organizations is evident in the 79-chapter Handbook of Positive Organizational Scholarship (Cameron & Spreitzer, Oxford University Press, 2012) that was recently published, as well as in the rapid growth of educational programs that are focused on this perspective in organizational studies. In addition, the Ross School of Business’s commitment to Positive Business as a core part of its strategy makes understanding the theory and core research of POS particularly important.

The research strength of the Ross School’s faculty and Ph.D. students in the domain uniquely equip multiple faculty to be able to teach and contribute to this course. At the same time, the growing number of company partnerships around POS research and practice provides a unique opportunity to observe and study how organizations are co-creating and implementing these ideas.

Learning goals:

  1. Learn about and engage basic research in the sub-field of Positive Organizational Scholarship
  2. Gain familiarity and fluency with basicPOS research /knowledge
  3. Effectively communicate key findings on POS research topics
  4. Understand key domains of POS research
  1. Link to and develop knowledge of how POS research has been put into practice in organizations
  2. Articulate and explain how POS research /knowledge has been applied in at least two organizational contexts
  3. Articulate the opportunities and limits to the applications of POS to organizations
  1. Develop personal leadership agenda for using POS knowledge in own professional practice
  2. Identify the POS principles in action in organizations
  3. Develop your personal view of POS that is grounded in your own aspirations as a leader

Reading materials (REQUIRED FOR THE COURSE)

  1. How to Become a Positive Leader: Small Actions, Big Impact (2014).J Dutton & G. Spreitzer, Eds. San Francisco: Berrett-Koehler Publishers. (Can be bought on Amazon)
  2. Coursepack
  3. C-tools for additional resources

SUPPLEMENTAL MATERIALS (available at Center for Positive Organizations library)

  1. K. Cameron and G. Spreitzer (Eds.), Handbook of Positive Organizational Scholarship. Cambridge: Oxford University Press. 2011.

2.Positive Organizational Scholarship: Foundations of a New Discipline. K. Cameron, J. Dutton andR. E. Quinn (Eds.) San Francisco: Berrett-Koehler Publishers, 2003.

For a compressed history of positive psychology see

For one account of the “birth” of POS see: “Meet the movement: Interview with Kim Cameron, Jane Dutton and Robert Quinn” by Susan Bernstein, Journal of Management Inquiry, 2003.

Seminar Sessions

PLEASE DO ALL READING ASSIGNED FOR THE CLASS BEFORE THE CLASS PERIOD

Session 1: Introduction—Foundations of POS and the Power ofan Appreciative Stance(Dutton)

  1. Dutton and Spreitzer. “Introduction and Invitation” (HBPL)
  1. Cameron and Spreitzer. (2011) “Introduction to Positive Organizational Scholarship” In Handbook of Positive Organizational Scholarship, New York: Oxford University Press, 1-17. (coursepack)
  1. Cooperrider, D.L. (2000) “Positive Image, Positive Action: The Affirmative Basis of Organizing”

In Appreciative Inquiry: Rethinking Human Organization Toward a Positive Theory of Change, Chapter 2, 29-53) (coursepack)

1/14 Session 2:Positive Relationships and High Quality Connections (Dutton)

  1. Dutton, J. “Build High Quality Connections” (HBPL)
  1. Stephens. J.P., E. Heaphy and J. Dutton. “High Quality Connections” In K, Cameron and G. Spreitzer (eds.), Handbook of Positive Organizational Scholarship, New York: Oxford University Press, 2011.
  1. Zak, P. (2014) The Neuroscience of Trust People & Strategy (CP)

Extra Readings:

  1. Heaphy, E. and J. Dutton. (2008) Positive social Interactions and the human body at work: Linking organizations and physiology. Academy of Management Review, Vol. 33, No. 1, 137-162, 2008 (C-tools)
  1. Fredrickson, B. Love 2.0 reading. See chapter 1 of her book and also if interested in more, watch the videos on the Love 2.0 website
  1. See Professor Paul Zak’s Ted Talk
  1. Be sure to know about the power of relational coordination (see rcrc.brandeis.edu)

1/19 Martin Luther King day

1/21 Session 3:Positive Emotions (including thriving ,engagement and happiness) (Dutton and Worline)

(KNOWLEDGE REFLECTION #1 Due BEFORE CLASS—bring written copy and put on c-tools under assignments)

Note: the readings may be a bit later in your coursepack than you expected as we switched the order of the sessions after the coursepack was prepared.

1.Fredrickson. (2003) “Positive emotions and upward spirals in organizations” In K. Cameron, J. Dutton and R. E Quinn (Eds.) Foundations of Positive Organizational Scholarship. (C0tools)

2. Spreitzer and Porath. “Thrive at work” (HBPL)

3, Spreitzer, G. and C. Porath. (2012) “Creating sustainable performance at work” Harvard Business Review, 93-100. (CP)

4, HBR article and video on Power of Gratitude by F. Gino and A. Grant 2013

5.Vianello, Galiani and Haidt (2010) “Elevation at Work: The effects of leaders’ moral excellence” . Journal of Positive Psychology, 5:5, 390-411 (c-tools)

Extra Readings:

  1. Fredrickson. B. (2013) “Updated thinking on positivity ratios”

This article reviews her broaden and build theory of pos emotions and provides additional information about positivity ratios.

  1. Fredrickson, B. (2012) Love 2.0First chapter

3.Salonova ,M. Bakker A and Llorenz (2006) “Flow at work: Evidence of an upward spiral of personal and organizational resources” . Journal of Happiness Studies, 7 1-22. (c-tools)

4. Video to listen to Professor June Gruber (see : Importance of moderation in positive emotion and context matters (linked on c-tools too)

1/26Session 4: Resourcing and Resourcefulness (Worline) ( Scott Sonenshein will also be here for a POS links from 4-5:00 in the Colloquium——either attend or watch video)

  1. Sonenshein, S. “Treat employees as resources not resistors” (HBPL)
  1. Feldman, M and M. Worline. “Resources, Resourcing and Ampliative Cycles in Organizations” Chapter 47 in K. Cameron and G. Spreitzer (Eds.)Handbook of Positive Organizational Scholarship (pages 629-641). (C-tools) Since Monica Worline will be teaching the class, this is an important reading!). However, Scott Sonenshein will also be attending the class so there will be lots of resources on “resourcing” in the room!
  1. Worline and Feldman (2014) “The practicality of practice theory”

Extra Readings:

Sonenshein, S. “How organizations foster the creative use of resources” In Academy of Management Journal 2014, Vol. 57, No. 3, 814–848. (C-tools site)

1/28 Session 5:Positive Meaning about the Self and about the Job (Dutton)

  1. Roberts, L.M. “Cultivate Positive 12/29/2014 Identities” ( HBPL)
  1. Dutton, J., L. Roberts and J. Bednar. “Prosocial Practices, Positive Identity, and Flourishing at Work” In S. Donaldson, M. Csikszentmihalyi and J. Nakamura (Eds.) Applied Positive Psychology: Improving Everyday Life, Schools, Work, Health, and Society, New York: Routledge, 2011.
  1. Wrzesniewski, A., N. Boluglio J. Dutton and J. Berg. “Job Crafting and Cultivating Positive Meaning and Identity in Work” In Bakker, A. Advances in Positive Organizational Psychology. Emerald: London, UK, 2012.

Extra Readings:

1.Dutton, J. E., L.M. Roberts and J. Bednar. “Pathways for Positive Identity Construction at Work: Four Types of Positive Identity and the Building of Social Resources” Academy of Management Review, Vol. 35, No. 2, 265-293, 2010.

2.Roberts. L.M., J. Dutton. G. Spreitzer and E.D. Heaphy. “Composing the Reflected Best Self-Portrait: Building Pathways for Becoming Extraordinary in Work Organizations” Academy of Management Review, 30, 4, 712-736, 2005.

3.Berg, J., J. Dutton and A. Wrzesniewski. “Job Crafting and Meaningful Work” In Purpose and Meaning in the Workplace, Washington, DC, APA Books, 2012.

2/ 2 Session 6Positive Organizing

This class is a bit different than the last few in that we ae going to wrestle with what is positive organizing (organizing that generates resources, builds capacities and capabilities of individuals and collectives ) by looking a particular case. The case is actually a case at Ross that took place several years ago when students in the MBA program lost all their possessions in a fire on Hill Street. While we disguised the case in terms of where it took place it is a case that generated a whole theory of compassion organizing. The paper is written in a very academic style (it appears in our top journal) but it has tons of details about the actual process. Be sure to build in ample time to read it. In class we will wrestle with what is positive organizing, what kinds of conditions and actions facilitate it, and what difference does it make?

  1. Dutton, J., M. Worline, P. Frost, and J. Lilius. Explaining Compassion Organizing. Administrative Science Quarterly, 51, 1, 59-96, 2006.

2 If you have time—(helpful background on POS as verbs) Dutton, J.E., and Glynn, M. (2008) “Positive Organizational Scholarship” In Handbook of Organizational Behavior. In C. Cooper and J. Barling, (Eds). London: Sage Publications.

2/4 Session 7 Strengths (at the individual and collective levels) (Dutton)

(DO the VIA strengths assessment (see ) Come to class prepared to share your strengths and have fun making sense of what it means for you!)

  1. Park, N and C. Peterson. (2009) “Character Strengths: Research and Practice” InJournal ofCollege and Character, Volume X, No. 4. 1-10. (coursepack)
  1. Robert Biswas-Diener. (2006) “From the Equator to the North Pole: A Study of Character Strengths” In Journal of Happiness Studies 7:293-310. (coursepack )
  1. Lilius, J. M. Worline, J. Dutton, J. Kanov, and S. Maitlis. “Understanding Compassion Capability “Human Relations, 64, 7, 873-891, 2011. (

Extra Readings:

  1. Application of strengths approach to education: White, M.A. and Waters, L. (2014) “A case study of The Good School: Examples of the Use of Peterson’s strengths-based approach with students” In The Journal of Positive Psychology(c-tools).
  1. Asplund and Blacksmith. (2011) “Productivity through strengths” (chap. 27 in Cameron and SpreitzerHandbook of POS(c-tools)
  1. Great blog on Strengths Spotting
  1. Michele McQuaid’s and Erin Lawn’s new book called Your Strength’s Blueprint(In C-tools). If we can work it, Michelle will beam into class to talk about her book. Please focus on Chapter 3 as a start.

2/9 Session 8 Virtuousness (Cameron)(Hopelab briefing and challenge)

(KNOWLEDGE REFLECTION #2 Due BEFORE CLASS—bring written copy and put on c-tools under assignments)

  1. Cameron, K. “Activate Virtuousness” (HBPL)
  1. Kim Cameron, Carlos Mora, Trevor Leutscher, and Margaret Calarco. (2011) “Effects of positive practices on organizational effectiveness” Journal of Applied Behavioral Science, 47(3): 266 - 308. (c-tools)
  1. Cameron & Plews. (2012) “Positive leadership in action: Applications of POS by Jim Mallozzi, CEO,

Prudential Real Estate and Relocation” Organizational Dynamics, April, 99-105. (CP)

2/11 Session 9Purpose (Quinn)

  1. Quinn and Thakor “ Imbue the organization with a higher purpose” (HTBPL)
  1. Birkenshaw, J., N, Foss and S. Lindenberg. “Combining purpose with profits” In Sloan Management Review, Feb. 2014 (CP))

2/16 Session 10 Positive negotiation (Kopelman)

  1. Kopelman and Mahalingam. “Negotiate Mindfully” (In HBPL)
  1. Kopelman, S., Feldman, E.R., McDaniel, D.M., & Hall, D.T. (2012) “Mindfully negotiating a career with a heart” Organizational Dynamics, 41, 163-171. (CP)
  1. Kopelman, S., Rosette, A.S., and Thompson, L. (2006) “The three faces of eve: Strategic displays of positive negative and neutral emotions in negotiations”Organizational Behavior and Human Decision Processes, 99 (1), 81-101. (C-tools)

2/18 Session 11 Live POS CHALLENGE case HOPELAB (Murchison and Worline)

2/23 Session 12 Closing session – (POS Integrative Understanding Assignment due—be prepared to share with sub-group from the class)

Grading and Assignments

  1. Group analysis of POS Challenge Case (30%) 30 points
  1. Individual Knowledge Reflection Papers (2—20% each, 40%total ) 40 points
  1. Individual POS integrative Understanding Assignment (30%) 30 points
  1. Log of 9 hour investment in additional POS materials (no additional points but required to get credit for the course)
  1. Team Analysis of POS Challenge Case: You will be assigned to a POS challenge team that will be responsible for analyzing and presenting solutions to a live POS challenge case. Your team will be composed of 4 people (10 teams) who will together tackle 3 aspects of the case: 1) What is the issue (how do you define the challenge?) 2) What are your recommended actions for meeting the challenge?; and 3) What is your rationale or logic for the recommended action?
    The case solution will be scored out of 30 possible points, which will be awarded in the following manner: 1) How do you define the challenge? (5 points, awarded for articulating the aspects of POS that are most relevant to this challenge); 2) What are your recommended actions for meeting the challenge? (10 points; awarded for appropriate, insightful, and creative actionable recommendations); and 3) What is your rationale or logic for the recommended action? (15 points; must draw from specific ideas, frameworks, readings, or tools that are relevant to POS and related to the class materials; must craft the logic in a way that is relevant to the challenge, relates the research clearly to the challenge, and communicates well).
    Your challenge team will be responsible for a 3-page (single spaced, 11-point or larger font)briefing for the challenge organization that communicates the core points contained in your presentation. The written deliverable the day of the Case Challenge. Bring two hard copies and submit on c-tools.
  1. Knowledge Reflection Papers:Relating research to practice and to life

You will be asked to prepare two knowledge reflection papers, each one worth 20 points. Each paper helps you identify one key research finding you find particularly insightful or useful and relate it to organizational practices as well as to your own life experience. The most successful knowledge reflection papers will accomplish three objectives:

a)Describe the research finding that intrigues or interests you in your own words (4 points, focus especially on clarity and accuracy).

b)Why is this research finding important and useful for leaders, employees, change agents, or others in organizations? (8 points; focus especially on how the research translates into practice in your mind and give appropriate and insightful examples that make the application clear

c)Why is this research finding important and useful for you in your personal or professional life? (8 points; focus especially on the quality of your reflection and relating to your own experience, using stories or illustrations that make your points vivid and compelling;

The knowledge reflection should be no more than 1.5 pages, double-spaced, 11-point or larger font.

Because of the value of our time and the desire to read your reflections promptly during the class experience, any knowledge reflection paper that is late will be marked down five points for each day it is late. As shown above, grading criteria for the reflections include: 1) clarity of writing;2) insightfulness of logic for why the research is useful for leaders and employees; 3) depth of reflectionfor you personally;and 4) demonstrated understanding of a POS research finding.

  1. POS Integrative UnderstandingAssignment

This assignment asks you to integrate what you have learned into one visual depiction that captures your understanding of the field. Using the materials from the course, attendance at POS events, and additional readings in the field of POS, create a visual depictionthat captures your vision of the Foundations of POS. This visual artifact should function like your personal map of POS, to represent how YOU see the sub-field of POS—its core assumptions, its core questions, and its unique insights. The visual display should be condensed into one 8X10” or 8.5x11” page.

  • On one side of the artifact,show the visual representation.
  • On the other side of the page, provide awritten explanation of your visual map of POS.

Let your creative juices flow. The Integrative Understanding will be graded on a score of 30 possible points, which will be awarded on the basis of creativity (10 points; focus on making the assignment your own, reflective of your unique point of view and creative genius), clarity of structure (10 points, focus on the main ideas and their organization, structure, or logic; e.g. can we follow the structure and logic captured in the map easily and clearly?), and accuracy of content (10 points; focus on conveying main principles and ideas in ways that are concise and accurately distilled). We trust that you will not have looked at artifacts from previous classes, as this will stunt your originality and creativity. Due on Feb. 23 at the closing event. Bring copies of yourartifact to share with all members of the class. Be prepared to share and explain your artifact to a subset of the class. Your presentation can be no longer than 3 minutes. No late Integrative Understanding assignments will be accepted.

Need to take additional 9 hours of contact with POS material. Please sign up and attend or listen to 9 total hours from the following available events (more options may become available if we add new visitors or leaders to the POS programming during the term).By 2/25 submit a listing of what you listed to or attended and rank the usefulness of the talks from highest (most useful) to lowest. Please provide a brief explanation for your rankings

LIVETIMELOCATION

1/23 Sue Ashford Giving and receiving feedback +lab huddle*Center for Positive Orgs**

1/26 Scott Sonenshein Resourceful change 4:00-5:00Colloquium-Ross Bldg.

1/30 Monica Worline Courage at Work +lab huddle Center for Positive Orgs **