HIGHER EDUCATION HUMAN RESOURCE MANAGEMENT ADMPS 3129 SPRING 2018

INSTRUCTOR: B. Jean Ferketish, Ph.D.

Office Hours: by appointment Telephone: 412-648- 7177Office: 5714 Wesley W. Posvar Hall Email: ferkjean@pitt.edu

MEETING DAYS &TIMES: 1:00-5:00 p.m. on the following four Saturdays: January 13 February 3

March 3 April 7

Room: 5200 Posvar Hall; All other work is done on line

COURSE DESCRIPTIONThis course provides a basic understanding of human resource management operations within the setting of higher education institutions. The interaction of organizational culture, organizational change and the human resources function is explored in depth. This course focuses on the role human resource policies and systems play in facilitating the growth of an organizational culture which supports the implementation of strategic plans. The topics to be explored, within the context of culture change, include: change management, human resource planning, recruitment and selection procedures, evaluation procedures, development, training, and salary. Embedded bias in various human resource policies and practices will be explored as to their effect on institutional operations and on the establishment of a strong culture. Contemporary human resources issues are identified and explored.

PHILOSOPHICAL FRAMEWORK FOR THE COURSEWhen we use the term human resources, people often think of the department which manages the policies, procedures, practices, regulations and rules which help assure employees are treated fairly and the organization’s productivity needs are met. This understanding is certainly true with regard to one aspect of the term, but limits us to a mental model which is transactional rather that growth oriented.

This course approaches Human Resources from a broader perspective... a growth-oriented perspective. While acknowledging that policies and procedures are critically important, the course explores them from the viewpoint that they only exist to help build a culture which will drive the institution’s strategic plan. Often policies and procedures are based in history, created to serve the needs of a different time and to build a culture based on command and control.

The culture needed to drive strategy is created by leaders. For creating culture, the Leadership course in this EdD program introduces learners to the importance of diagnosing systems and self, then deploying system and self. The Strategic Planning course helps learners understand that the world of higher education is changing significantly and institutions must adapt and proactively respond to those pressing challenges.

This course explores other resources at the disposal of leaders such as culture, change processes, and the policies and procedures managed by the Human Resources department. Additional tools include formal and informal communications.

Formal communications include the messages that leadership deliberately sends through multiple paper, digital, and face-to-face venues. Informal communication is based in the understanding that every action in an organization sends a message ... some supporting the culture for which you are striving and others acting as a barrier to it. For example, does the person you recently promoted live the values as well as have the skills for the job? All the correct procedures can be followed and if the resulting decision means she/he only possesses

the technical competencies needed for the job and not the behavioral competencies required to live and lead through the values, the culture cannot grow.

Creating a culture that drives the institution’s strategy is a main goal for institutional leaders. Edgar H. Schein, author of one of the text we use, is often quoted:

“One of the most decisive functions of leadership is the creation, the management and sometimes even the destruction of culture.

COURSE OBJECTIVES Students successfully completing this course will be able to:

1. Understand and the key components of organizational culture, change management and the interaction with Humans Resources policies, systems and processes.

2. Assess the scope and significance of human resource policies, practices, and procedures within an institutional strategic and legal context;

3. Evaluate staff, administrative and faculty recruiting and promotional processes, professional development programs and performance management systems to include issues of equity, diversity, and fairness;

4. Define key features of an institutional human resource performance management, incentive, reward, and disciplinary system;

5. Understand the correlation between institutional, functional and departmental objectives and individual performance evaluations;

6. Be able to use a portfolio to document learning.

THE COURSE WEBSITE

For this course, the website has six very important tabs on the menu in the left column. Each is for your convenience and active use.

Portfolio: In this course, students are required to complete a learning portfolio rather than a term paper. It is full explained in assignments #3 in this syllabus. This tab repeats the instructions for ease of reference.

Micro-change Project: This tab contains a series of tips and tools which can be used during the implementation of your Micro-change project for your portfolio.

Personal Development Track: This tab contains a series of skill builder exercises which will be useful to you in building the course portfolio. Completing three of them are a requirement for your portfolio, another three are of your choice. They are similar to the “on the practice field” components of the F2-Leadership course. Individual Coaching: Students may use this tab to ask for and receive individual coaching from the instructor regarding their micro-change project or any other aspect of their leadership. No one can see this information but the student and the instructor. This works like the journal in F2 but you are not required to use it. I will check the accounts weekly. If you need a quicker reply, email me to let me know you have submitted something.

Learning Community: In past terms, student have run into interesting articles, podcasts and TedTalks and have often shared these in discussion groups or journals. These additions are extremely helpful addition to the application aspects of the course. For this term, the best place to post them is in the learning communities so the entire class can benefit from them. Everyone should plan to add to the Learning Community at least once in the term. If you let me know when you have added something I will send an announcement to the class.

Supplemental Materials: I will use this tab to add speaker materials and other supplemental information throughout the term. I will a send a course announcement when I add information.

COURSE ASSIGNMENTS

This course requires the active participation of all class members through presentations and discussion. It is assumed that you will work with other class members outside of class to prepare for reciprocal-learning opportunities. You will work in two groups: 1) Online Discussion group 2)Team Project.

AD

MPS

3129

Assignments in order of due dates % ofGrade

Due Date

Online and Class Participation - #1 below - 1

30% Throughout Individual Portfolio Abstract - #3 below 3

5% February 4, 2018Group Abstract - #2 below 5% February 18, 2018Group Materials - #2 below 10% April 1, 2018Group Final Presentation/Experience - #2 below 10% April 7, 2018Group Peer Feedback - #2 below 5% April 8, 2018

Individual Portfolio - #3 below 35% On or before April 18, 2018

#1 O nli ne Discussion, Annotated Bibliography and Class Parti ci pati on: 30% of Grade

Prior to the first face-to-face meeting, class members will join an online discussion group and a project team. You will receive a course announcement asking you for your preferences for the Project Teams. The discussion teams are built with a priority of distributing project team members as a means of cross-pollination of the learning. Through the discussion groups, class members will have an opportunity to post subjects and comment and discuss accordingly on those posted by others on CourseWeb. The instructor will observe the quality and quantity of class member participation in class and online, and will offer feedback as appropriate. Initial online postings are expected to be timely, substantive (300-500 words in length), reflect independent thinking, and include references to assigned readings for each module.

Class participation online and in person is mandatory and will allow class members an opportunity to test ideas and provide feedback in an open forum. Class members are expected to come to class and participate in online modules having completed all readings. Minimal engagement will not be sufficient.

#2 Team Project: 30% of Grade 5 % --Team Project Abstract 10 % --Team Presentation/Learning Experience 10% -- Team Annotated Bibliography 5% -- Peer Presentation/experience

This class operates as a learning community and as such Project Teams are a critical component of our learning experience. Members are held to a high standard of performance, as identified below. Time will be provided at the end of each class meeting for project work and these meetings may continue after the class adjourns if the team determines that is useful to the success of the project.

Topics for Team Projects The issues have been selected because they are complex, do not have a long history within the higher education sector and require multiple perspectives to fully understand the situation.1) Paying Student Athletes2) Unionization of Graduate Students and all types of faculty3) Over-production of PhD’s … supply vs demand issues 4) Succession Planning and Leadership Development: current state and lessons to be learned from corporate America. Focus at the levels of Academic Department Chair and Administrative Director and above.

Structure: Prior to the first face-to-face meeting of the class each class member will be asked to send the instructor their priority choices for joining one of the four teams listed. Team membership will be posted on our website prior to the first class meeting. Once you have joined a team, plan to use one of the tools in CourseWeb or another tool of your choosing that will allow you to upload files, documents, and references in a central location that can be shared with group members. Throughout the term, group members will work toward preparing a presentation or learning experience and an annotated bibliography which will be shared with the entire class during the final session.

Purpose: The purpose of the Team Project is to provide the class with the opportunity to explore in-depth four current human resources issues in higher education which will likely remain issues that students and their organizations will be managing throughout the next decade. Your team is educating the class on the multiple perspectives involved in your topic.

Goals: The goals are the same for each team project: 1) What is the history and current status of the issue 2) Is there a clear direction which the issue is taking? If yes, what is the direction? If no, what are the possible directions? 3) Is there any advice with regard to dealing with the issue?

Resources: Because these are such current topics, it is expected that there be few scholarly or research-based articles regarding them. As the result, teams are encouraged to gather data from a variety of sources to help the class understand the issues from a variety of perspectives. Professional Organizational and Journals as well as publications such as the Chronicle of Higher Education, Inside Higher Education, and University Business are good source for current issues. Non-traditional sources of insights are encouraged as well. For example: NPR broadcasted a terrific show on the issue of pay to student athletes; many graduates students have lived with Unions -- interviewing some of them or even attending a union meeting may provide interesting insights. Pitt is in the middle of a GSA union drive and other local Universities have recognized Unions, speaking with the person who is acting as the Administration’s spokesperson would be insightful; talking with newly minted PhD’s working in non-tenure stream positions; talking with HR leaders in large corporation will provide insights to Leadership development in those worlds.

Abstract: An abstract that provides a title and succinctly defines how you team is scoping the problem, what data resources you will use and type of learning experience which will be provided-- between 300-500 words in length. This is your plan for building your presentation/experience. The instructor will provide feedback and approval.

End Product: Teams can do a traditional presentation or may develop a non-traditional learning experience. An annotated bibliography of all resource used to create the learning experience is required and should be posted in the Learning Community Tab so that everyone in the class as access to it. Presentation/Learning Experience to be about 30 minutes in length; discussion 15 minutes. If it makes sense to your learning experience to use this 45-minute time slot differently, let me know ahead of time.

Group Peer Feedback: All class members are expected to submit peer feedback form on each team member to the instructor. Instruction and the form are on CourseWeb.

#3 Individual Portfolio: 40% of Grade 5% -- Abstract – Section #1 of the portfolio 35% -- portfolio

Description: A portfolio is best described as a very organized compilation of academic work and other forms of educational evidence assembled for the purpose of demonstrating knowledge and skills. In its simplest form, a portfolio could be a paper accordion folder with file folders to separate the various sections. The content of those folders includes materials such as written assignments, journal entries, presentations, blogs, artwork, photographs, formal papers, reflection essays, photographs, documents, notes, graphics, and self-reflections written by students. For this course, portfolios are required to be submitted in a digital form such as box files, adobe file, or websites that feature the same content listed above. Many digital templates are available.

Purpose: In this class, the portfolio provides students with the opportunity to:

Document and reflect on progress in planning and implementing a “micro-change” in a real organization with the goal of building skills in using an intentional change process.

Document and reflect on progress in the personal development track with the goal of creating a lifelong habit of attention to personal development.

Learn to use a portfolio to demonstrate learning and progress on a project with the goal of understanding this evaluation method in more depth.

Structure: The portfolio is divided into two parts --- the Micro-change Project and the Personal Development Track. Each part has several sections and they are described below. The first sections of each part can serve as your abstract.

Reflective Essay: Many sections of the portfolio require a reflective essay. For this course, these should be between 500 and 1,000 words; 1-2 pages, single spaced. Basically answer the question. What did I do? What did I learn? What will I do differently next time?

The Micro-change Project: For this course, we define micro-change as something that can be planned and implemented by the end of the term. The change processes to be used are either Action Research or Improvement Science. You will notice these change processes have a similar flow as the other change processes to which you will be introduced in this class. The micro-change project for this course must be implemented in an organization in which you either work or volunteer. It can be related to your intended problem of practice but that is not necessary. At this point in your studies, the content of the change is not as important as learning and reflecting on the improvement process.

The Micro-change part of the portfolio includes the following sections:

1. Describe the problem, its scope and the approach you will use for improvement. This can be submitted as part of your abstract.

The approach is either Improvement Science or Action Research. The sections of the portfolio described below are aligned with the Plan-Do-Study-Act cycle from Improvement Science. Additional information on the PDSA cycle can be found in the Portfolio tab on CourseWeb.

The three most difficult aspects of leading change through this cycle are scope, pace and buy-in. The micro-change project is designed to help you strengthen your skill in each by focusing on a small change. Scope is perhaps the most frequent killer of improvement processes. The change agent or teams begins by working on the problem “dinner is late” and by the time all the data is gathered, brainstorming is accomplished and the needs of many stakeholders are included to help gain buy-in, the scope of the problem has expanded to

“world hunger” and nothing is ever accomplished.

For this course, keep the scope narrow enough to complete the PDSA cycle in the pace of three months. That means you could be working on a paperwork flow issue, a teamwork or communications issue or an annoying work process problem contained within one department. Remember, this is a safe-to-fail experiment which allows you to develop your intuitive knowledge of the change process in addition to the cognitive steps to which you were introduced in the on-ramp course. The pace of the change is provided by the length of the course; scope is limited by the pace. The scope still needs to be broad enough that you need to engage and gain buy-in from multiple stakeholders.

2. Plan - Fully answer the question: “What do you need to know before starting this improvement effort?” This section includes any data-gathering you do to gain a better understanding of the problem. It might include a review of articles from professional journals; talking with other departments that may have similar problems; interviews with stakeholders and a stakeholder analysis chart; use of improvement/design thinking tools with stakeholders such as a process map, storyboarding, affinity diagram, radar chart etc.; review of current or potential measures to quantify the improvement. The data will provide additional perspectives. Close this section summary, formatted in bullet points, synthesizing your understanding of the problem and the situation. Links to any of the methods for assessing an organization from this course or diagnosing a system from F2-Leadership course will strengthen your work.

3. Plan –Document your analysis of the organizational culture surrounding your improvement effort. Pay particular attention to how organizational practices support or do not support the espoused values. Identify which practices may drive your change or be a barrier to it. Links to Schein’s categories and levels of culture as well as any of the methods for identifying adaptive challenges from F2-Leadership Course will strengthen your work.

4. Plan – Create the vison for your change. From the materials in this course you are aware that a change vision in not the same as an organizational vision. Session #5 has a video on this topic and addition information can be found in the file under the Portfolio tab in CourseWeb.

5. Plan for Measurement – Create the measurement plan for your improvement effort. Additional information can be found in the file under the Portfolio tab on CourseWeb. Links to Schein’s insights on Measurement will strengthen your work.

6. Plan for Implementation – Create a plan with specific actions, including communications, which will be required to implement your improvement. Include a timetable. Be sure to include actions to address cultural issues, adaptive challenges and communications.

7. Do -- Implement -- Just do it! While implementing, document the adjustments to the plan that were required in order to help assure success. Adjustment to plan is a normal and difficult part of leading change. Managing the adjustment without compromising the vision is the essence of implementing change.

8. Study – Analyze and reflect on the results of this initial improvement effort and learn from it. This section is a report in the format of a series of bullet points which synthesize your lessons learned from the implementation. The purpose of this section is to realistically look at: What worked? What did not work? What will you do differently in the expanded implementation? Frame the report around your initial description of the problem and vision for the change. Include learnings and insights on scope, pace, buy-in, culture, communications and measurement.

9. Act -- Plan for Expansion. Based on the learnings from the initial implementation, create a draft plan for expanding the improvement project to other areas of your organization.

10. Provide a Summary Reflective Essay on the process of leading change. What do you find easy and difficult about it? What do you like or not? What skills do you already possess? What skills do you need to strengthen and how will you do that?

The Personal Development Track: This track includes a series of skill builder experiences which are designed to help you continue to hone your leadership skills. They are similar to the “on the practice field” components of the F2-Leadership course. Completing three of them is a requirement for this course’s portfolio and these are described below. Another one is of your choosing from the list on experiences which are provided on the CourseWeb Tab in the menu on the left column. The final requirement in the track is the submission of your Problem of Practice which is Benchmark #2 in the program. In total you need to complete 4 experiences by the end of the term and reflect on them in your portfolio, plus your problem of Practice Statement.

The Personal Development part of the portfolio includes the following sections:

1. Provide a statement of your personal development goals for the term and a list of the experiences you intend to implement. This is, in essence, an introduction to this part of the portfolio. This can be submitted as part of your abstract.

2. Meet with your local State Representative or with a Representative on the State Education Committee to discuss support for Higher Education in Pennsylvania. This section should include notes and questions you use to prepare for the meeting and a reflective essay on insights gained from the meeting. Links to issues raised in the Strategic Planning course will strengthen your work. If several of you live in the same district, you may arrange a group meeting, but individual essays are required.

3. Interview the leader of your institution. Gain insights on the specific strategic challenges facing your institution and aspects of the cultural which will need to be strengthened in order to address these challenges. This section should include notes and questions you use to prepare for the meeting and a reflective essay on insights gained from the meeting. Identifying potential adaptive challenges based on insights gained in this meeting will strengthen your work. If several of you work for the same institution, you may arrange a group meeting, but individual essays are required.

4. Seek feedback on your style from a colleague. A process for implementing this experience is outlined in the Personal Development Tab on CourseWeb. This section should include notes and questions you use to prepare for the meeting and a reflective essay on insights gained. Connections to the self-diagnosis concepts in the F2-Leadership course will strengthen your work.

5. Your choice of a personal development experience from the list provided on CourseWeb. This section should include notes and questions you use to prepare for the experience and a reflective essay on insights gained. Connections to the self-diagnosis concepts in the F2-Leadership course will strengthen your work.

6. Provide a Summary Reflective Essay. Circle back to the personal development goals outlined in section #1 and reflect on your growth. Links to the various experiences you implemented will strengthen your work.

continued on next page

7. Benchmark#2 for the EdD Program: A full description of the Problem of Practice requirements are in the Management Development Track of Portfolio. The due dates are repeated here for convenience. Feb 18 – submit PoP March 3 – Jean returns it with comments in class March 18 or before – submit to advisor April 8 – Advisor returns with comments April 18 – submit with portfolio

COURSE EVALUATIONThe activities and assignments of the course are designed to allow you to interact with the course content through a variety of contexts: team, individual, written, oral, graphically, reading, discussion, research, synthesis, and critique.

Although it is difficult to think of giving “points” for graduate-level work, “points” are the basis of the language which CourseWeb speaks and the therefore the basis for the grading center. Details on how the “points” are distributed follow:

Human Resources - Points For Assignments

On-Line Discussion and Annotated Bibliography & Class Participation Week 2 15 points 300 points total

160 points for discussions and annotated bibliography

140 points for classes

% for each discussion or class is under 5%

Week 8 has lower point just to make the math easier.

30%Week 3 15 pointsWeek 5 15 pointsWeek 6 15 pointsWeek 7 15 pointsWeek 8 10 pointsWeek 10 15 pointsWeek 11 15 points Week12 15 pointsWeek 14 15 pointsWeek 15 15 pointsJan Class 35 pointsFeb Class 35 pointsMar Class 35 pointsApr Class 35 pointsTeam Project Abstract 50 points 5% 300 points 30%Participant Materials 100 points 10%Presentation/Experience 100 points 10%Peer Feedback 50 points 5%Individual Portfolio Abstract 50 points 5% 400 points 40%Portfolio 350 points 35%

1000 points 100%

Translating points to grades

Points Grade980 - 1000 A+930 - 979 A900 - 929 A-875 - 899 B+830 - 874 B800 - 829 B-775 - 799 C+730 - 774 C700 - 729 C-699 or Fewer F

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ADMPS 3129 - Higher Education Human Resources Management - Spring 2018

READI NG ASSI GNMEN TS & CLASS SCH EDULE

Articles are listed within each week. Books are listed below:

Bohnet, I. (2016). What works: gender equality by design. Cambridge, MA: The Belknap Press of Harvard University Press.Collins, J. (2005) Good to Great and the Social Sectors. A Monograph. HarperCollins.Schein, E. H. (2017). Organizational culture and leadership, 5th Edition. Hoboken, New Jersey: John Wiley & Sons

WEEK TOPIC READINGS ASSIGNMENTS

#1 Jan 8-14

ClassJan 13

Culture: Introduction, Link to the organization and role of Human Resources

Collins - Monograph 36 pages

Schein – Book – Part One –Defining the Structure of Culture Pages 3 – 30, Optional page 31-75

– Beckwith, Cynthia A., and Albert T. Brault. 2003. “The Expanding Roles of Human Resources in Higher Education.” In Human Resources Adding Value in Higher Education, ed. Albert T. Brault and Cynthia A. Beckwith. CUPA-HR.

Come to class prepare to relate these concepts to the cultures in which you have worked in the past and currently work

Review the materials and instruction for the portfolio and bring questions to class.

Review materials for the guest speaker.

#2

Jan 15-21

Culture: Theory, Background, & Context

.

ALL READ

Schein – Book – Part Two – What Leaders Need to Know about Macro Culture - Pages 81 – 123

– Mansour, Hala F., Geoffrey Heath, and Matthew J. Brannan. 2015. “Exploring the Role of HR Practitioners in Pursuit of Organizational Effectiveness in Higher Education Institutions.” Journal of Change Management, 15 (3): 210-230.

– Philips, Sally B., Deborah Adiego Cagnon, Donna L. Buehler, Mary E. Remón, and Thomas R. Waldecker. 2007. “Academic and Corporate Cultures Contrasted.” Journal of Workplace Behavioral Health, 22 (2-3): 7-25.

Select one of the video to read and respond to the discussion board prompt.

Six Cultures of the Academy (4:29)https://www.youtube.com/watch?v=3vi2PIG_usg

Hendy’s 4 classes of culture -https://www.youtube.com/watch?v=E1NrJqYudPw

Deal & Kennedy's Cultural Model (1:18)(all reading no speaking) https://www.youtube.com/watch?v=eJnSSDcQKhk

A Learning Organization - Senge (4:02)https://www.youtube.com/watch?v=40meQNZl3KU

Introduction to Competing Values Framework (8:35)https://www.youtube.com/watch?v=ouwcIR3ia3o

Optional Viewing The Culture of Higher Education Part II’ Schein (11;41)https://www.youtube.com/watch?v=PAlFokbc1Hk

What is Organisational Culture? Why Culture Matters to Your Organization (5:52)https://www.youtube.com/watch?v=Rd0kf3wd120

Begin conversations at work to identify a micro change project on which you will apply the concepts of the course.

Review the Personal Development Track and plan for your implementation.

Discussion Board— Using one of the models in the videos. Describe the culture in which you live and one with which you interact. Which was easier to describe and why? Keep to the word limit. Portions of this post can be used to fulfill Section 3 for the Micro-change portfolio assignment

WEEK TOPIC READINGS ASSIGNMENTS

#3 Jan 22-28

Culture: The role of Leadership

All READSchein – Book – Part Three: Culture and Leadership through Stages of Growth Chapter 8; How culture begins –p127 – 130 and 146 – 147 Chapter 9: External Adaption/Internal Integration – p 149 - 179 Chapter 10: Leaders Embed Culture – p 181 – 206

Split Reading Among the Discussion Group Members and share an annotated Bibliography with your Discussion Group Chapter 11: Culture Dynamics of Growth p 207 - 231 Chapter 12: Natural and Guided Cultural Evolution -p 233 - 251

Discussion Board —Select one of your colleagues’ descriptions and draw comparisons to the culture in which you live. Please coordinate to assure all group members previous post are included. Keep to the word limit

#4 Jan 29- Feb 4

ClassFeb 3

Culture: Changing to support Vision and Values

All READSchein – Book – Part Four: Assessing Culture and Leading Planned Change Chapter 13: Deciphering Culture p 255 - 270 Chapter 14: Diagnostic Quantitative Approach p 271 - 284 Chapter 15: Diagnostic Qualitative Approach p 297 – 317 This chapter has 5 case studies of 3-4-pages each. Each discussion group member to read a Different case. Please coordinate. Chapter 16: Model of Chge Mgmt & Chge Leader p319-341 Chapter 17: Change Leader as Learner p 343 -354

Before class watch the video called…Competencies as the Bricks for HR System Alignment.

Be sure to watch the video on competencies before class

No discussion Post required; come to class with readings finished. and thoughts on the discussion question below.

Class Discussion question –What have you seen other leaders do to embed culture – for the positive or negative? What could you do to embed culture positively?

Feb 4: Submit abstract for your micro-change project and the personal development track. This is Section #1 of both parts of the portfolio.

#5

Feb 5-11

Culture:Leading Change and HR Policy Creation

All Read/Watch/Listen

Bohnet – book – Introduction: The Promise of Behavioral Design Part One: The problem Chapter 1: Unconscious Bias is Everywhere Chapter 2: De-biasing Minds is Hard

For these two chapters, split the reading among your discussion group members and include reference to it in the Discussion Board Post Chapter 3: Doing it yours is Risky Chapter 4: Getting Help Only Takes you so Far

Watch the following videos how to implement change:

What is CHANGE MANAGEMENT? Training Video (3:27)https://www.youtube.com/watch?v=__IlYNMdV9E

Six keys to leading positive change: Rosabeth Moss Kanter at TEDxBeaconStreet (17.35) - can listen/not watch https://www.youtube.com/watch?v=owU5aTNPJbs

Peter Senge speaks on Organizational Dynamics, Culture, and Generational Leadership (21:57)https://www.youtube.com/watch?v=AAkJqzJYHJc McKinsey on Change Management (8:01) can listen/not watch https://www.youtube.com/watch?v=k69i_yAhEcQ

Kotter's 8 step organizational change model (12:57) watch https://www.youtube.com/watch?v=LxtF4OXzhyI

Change Management versus Change Leadership: What's the Difference? Can listen/not watchhttps://www.youtube.com/watch?v=yseq-v9DFqg

How to Create a Powerful Vision for Change can listen/not watch (4:33)https://www.youtube.com/watch?v=yA1a0khcuKo

Discussion Board – How might some of the approaches to organizational change inform your approach to your micro-change project? Do you see any embedded biases or adaptive challenges in your micro-change project? What tools and techniques from adaptive leadership might help you think through this micro change at a deeper level? Keep to the word limit. Material in this post can be used to inform Sections 2, 3 ,4, and 6 of the Micro-change part of the portfolio.

WEEK TOPIC READINGS ASSIGNMENTS#6

Feb 12- 18

HR Basics: Recruitment and Hiring

All Read

Bohnet – book -- Part II: How to design Talent Management Chapter 5: Applying Data to People decisions

Rogers, Hayden, Ferketish, Matzen. 1992. Organization Change that Works. DDI Press Pittsburgh PA, 1992: 99-108.

Katz, Lee Michael. “Competencies Hold the Key to Better Hiring,” HRMagazine, Society for Human Resources Management. March, 2015

Select two articles to read and share an annotated Bibliography with your Discussion Group. Coordinate with your groups so you all benefit from having access to as many articles as possible

– August, Louise, and Jean Waltman. 2004. “Culture, Climate, and Contribution: Career Satisfaction among Female Faculty.” Research in Higher Education, 45 (2): 177-192

– Cole, Bryan R. 1995. “Applying Total Quality Management Principles to Faculty Selection.” Higher Education, 29 (1): 59-75.

– Garcia, Bennie L., and Brian H. Kleiner. 2001. “How to Hire Employees Effectively.” Management Research News, 24 (6): 35-42.

– Gibson-Harman, Kim, Sandria Rodriguez, and Jennifer Grant Haworth. 2002. “Community College Faculty and Professional Staff: The Human Resource Challenges.” New Directions for Community Colleges, 117: 77-90.

– Hagedorn, Linda Serra. 1996. “Wage Equity and Female Faculty Job Satisfaction: The Role of Wage Differentials in a Job Satisfaction Causal Model.” Research in Higher Education, 37 (5): 569598.

– Turner, Caroline Sotello Viernes, Samuel L. Myers, Jr., and John W. Creswell. 1999. “Exploring Underrepresentation: The Case of Faculty of Color in the Midwest.” The Journal of Higher Education, 70 (1): 27-59.

– Pressler, Jana L., and Carole A. Kenner. 2009. “Hiring an Associate Dean of Academic Affairs.” Nurse Educator, 34 (3): 97-98.

– Porter, Stephen R., Robert K. Toutkoushian, and John V. Moore, III. 2008. “Pay Inequities for Recently Hired Faculty, 1988-2004.” The Review of Higher Education, 31 (4): 465-487.

– Smith, Daryl G., Caroline S. Turner, Nana Osei-Kofi, and Sandra Richards. 2004. “Interrupting the Usual: Successful Strategies for Higher Diverse Faculty.” The Journal of Higher Education, 75 (2): 133-160.

– West, Martha S., and John W. Curtis. 2006. AAUP Faculty Gender Equity Indicators 2006. Washington, DC: American Association of University Professors

Discussion Board – if you were going to hire someone to work with you on your micro-change project, what technical, operational and behavioral skills would you want? Limit your answer to 2 technical, 2 operational and 5 – 7 behavioral competencies. Use the competency dictionary as reference. No need to retype the definitions. This post may inform section 3 and 6 on the micro-project part of the portfolio.

Annotated Bibliography -- Select two articles to read and share an annotated Bibliography. Coordinate with your groups members so you all benefit from having access to as many articles as possible Feb 18: Submit abstract for your group project.

Feb18: Submit Problem of Practice

WEEK TOPIC READINGS ASSIGNMENTS

# 7

Feb 19-25

HR Basics: Promotion, Professional Dev and Tenure Practices

All Read

Bohnet – book -- Part II: How to design Talent Management Chapter 7: Attracting the Right People Part III: How to Design School and Work Chapter 9: Leveling the Playing Field

Select two articles to read and share an annotated Bibliography with your Discussion Group. Coordinate with your groups so you all benefit from having access to as many articles as possible.

– Allen, Henry Lee. 2000. “Tenure: Why Faculty, and the Nation, Need it.” Thought & Action, The NEA Higher Education Journal, Fall: 95-110.

– Aper, Jeffery P., and Judith E. Fry. 2003. “Post-Tenure Review at Graduate Institutions in the United States: Recommendations and Reality.” The Journal of Higher Education, 74 (3): 241-260.

– Bess, James L. 1998. “Contract Systems, Bureaucracies, and Faculty Motivation: The Probable Effects of a No-Tenure Policy.” The Journal of Higher Education, 69 (1): 1-22.

– Clark, Robert L., and M. Melinda Pitts. 1999. “Faculty Choice of a Pension Plan: Defined Benefit Versus Defined Contribution.” Industrial Relations, 38 (1): 18-45.

– Franke, Ann H. 2009. Faculty in Times of Financial Distress: Examining Governance, Exigency, Layoffs, and Alternatives. Washington, DC: American Council on Education

--Kelley, R. & Caplan, J., “How Bell Labs Creates Star Performers.” Harvard Business Review, July-August 1993: 128-139.

– McPherson, Michael S., and Morton Owen Schapiro. 1999. “Tenure Issues in Higher Education.” Journal of Economic Perspectives, 13 (1): 85-98.

– O’Meara, Kerry Ann, and Aimee LaPointe Terosky. 2010. “Engendering Faculty Professional Growth.” Change, 42 (6): 44-51

– Saltzman, Gregory M. 2008. “Dismissals, Layoffs, and Tenure Denials in Colleges and Universities.” The NEA 2008 Almanac of Higher Education: 51-65.

– Matthew. 2013. “All in This Together? HRM and the Individualization of the Academic Worker.” Higher Education Policy, 26: 397-419.

Discussion Board – Read the posts from your group last week on competencies. What ideas for the entire discussion group do you have for limiting the embedded bias which naturally slips into the hiring process.

Annotated Bibliography -- Select two articles to read and share an annotated Bibliography. Coordinate with your group members so you all benefit from having access to as many articles as possible

WEEK TOPIC READINGS ASSIGNMENTS

# 8

HR Basics: Performance Evaluations, Pay and Retention

All ReadBohnet – book -- Part II: How to design Talent Management Chapter 6: Orchestrating Smarter Evaluation Procedures Part III: How to Design School and Work

Personal Development Track: Using insights gained from the GROW Model in the videos, hold a coaching session – you are the coach

WEEK TOPIC READINGS ASSIGNMENTS

#14

Apr 9-15

Communications Watch the videos below and review the articles, then answer the discussion questi0n and post.

http://www.wctv.tv/content/news/FSU-announces-indefinite-suspension-of-fraternities-sororities-455631773.html

http://www.tallahassee.com/story/news/2017/11/06/thrasher-address-death-pi-kappa-phi-fraternity-pledges-death/836055001/

– Schweber, Nate, and Richard Perez-Pena. 2011. “Crisis Leads to Lessons In Penn State Classes.” New York Times, November 11, 18

– McDonald, Caroline. 2012. Penn State Disaster a System-Wide Failure. CFO.com.

– Thamel, Pete. 2012. “Real Penalty for Penn State, but No Cheers Yet.” New York Times, July 24,

--Preston, Jennifer. 2012. “Group Says It Has Ceased Bomb Threats On Campus.” New York Times, April 25, 13

Additional samples will be sent

Discussion Board: After reviewing the provided materials share your insights on communicating values as a means of strengthening culture and how this may apply to your micro-change project. This post can be used to infirm Section 3 and 6 of the Micro-change portion of the portfolio.

# 15

Apr 16-22

Reflection Essay:Where you are as a Change Maker

April 18: Personal Portfolio Due, including Problem of Practice.

Discussion Board: Where are you in your development as a leader of change.

# 16

Apr 22-29

Online

Read the Reflective Essays Posted by your colleagues

Bibliography 2017 Syllabus R equ i red T e x t s

Bohnet, I. (2016). What works: gender equality by design. Cambridge, MA: The Belknap Press of Harvard University Press.

Collins, J. (2005) Good to Great and the Social Sectors. A Monograph. HarperCollins.

Schein, E. H. (2017). Organizational culture and leadership, 5th Edition. Hoboken, New Jersey: John Wiley & Sons.

Note: it is expected that all course participants are able to conduct article searches using the University of Pittsburgh Library System (ULS). All citations for articles for this course are provided and links in CourseWeb. If you experience problems, you will be expected to find them online with the ULS or via scholar.google.com.

L i st o f C ou r se R ea d i ngs and additional articles

Allen, Henry Lee. 2000. “Tenure: Why Faculty, and the Nation, Need it.” Thought & Action, The NEA Higher Education J0urnal, Fall: 95-110.

Anyamele, Stephen Chukwu. 2005. “Implementing Quality Management in the University: The Role of Leadership in Finnish Universities.” Higher Education in Europe, 30 (3-4): 357-369.

Aper, Jeffery P., and Judith E. Fry. 2003. “Post-Tenure Review at Graduate Institutions in the United States: Recommendations and Reality.” The Journal of Higher Education, 74 (3): 241-260.

Association for the Study of Higher Education (ASHE). 2012. “Building an Effective and Efficient Strategic HR Operation.” ASHE Higher Education Report, 38 (1): 91-105.

ASHE. 2012b. “Looking Beyond an Administrative Human Resources Department: HR and Institutional Performance.” ASHE Higher Education Report, 38 (1): 29-44.

August, Louise, and Jean Waltman. 2004. “Culture, Climate, and Contribution: Career Satisfaction among Female Faculty.” Research in Higher Education, 45 (2): 177-192.

Baldridge, J. Victor. 1971. “Models of University Governance: Bureaucratic, Collegial, and Political.” Palo Alto, CA: Stanford Center for Research and Development in Teaching.

Beckwith, Cynthia A., and Albert T. Brault. 2003. “The Expanding Roles of Human Resources in Higher Education.” In Human Resources Adding Value in Higher Education, ed. Albert T. Brault and Cynthia A. Beckwith. CUPA-HR.

Beer, Michael. 1997. “The Transformation of the Human Resource Function: Resolving the Tension between a Traditional Administrative and a New Strategic Role.” Human Resource Management, 36 (1): 49-56.

Benneworth, Paul, and Stuart Dawley. 2005. “Managing the University Third Strand Innovation Process?Developing Innovation Support Services in Regionally Engaged Universities.” Knowledge, Technology & Policy, 18 (3): 74-94.

Bess, James L. 1998. “Contract Systems, Bureaucracies, and Faculty Motivation: The Probable Effects of a No-Tenure Policy.” The Journal of Higher Education, 69 (1): 1-22.

Birnbaum, Robert. 2004. “The End of Shared Governance: Looking Ahead or Looking Back.” New Directions for Higher Education (2004): 5-22.

Brault, Albert T., and Cynthia A. Beckwith. 2003. The Expanding Roles of Human Resources in Higher Education. Chapter 2 of Human Resources Adding Value in Higher Education. Knoxville, TN: College and University Professional Association for Human Resources.

Brennan, Ross, George Felekis, and Delia Goldring. 2003. “Strategic Management of Marketing and Human Resources in Further Education Colleges.” Journal of Further & Higher Education, 27(2): 143.

Brewer, Peggy D., and Kristen L. Brewer. 2010. “Knowledge Management, Human Resource Management, and Higher Education: A Theoretical Model.” Journal of Education for Business,85 (6): 330-335.

Boxall, Peter. 1998. “Achieving Competitive Advantage Through Human Resource Strategy: Towards a Theory of Industry Dynamics.” Human Resource Management Review, 8 (3): 265-288.

Boxall, Peter, and John Purcell. 2000. “Strategic Human Resource Management: Where Have We Come From and Where Should We Be Going?” International Journal of Management Reviews, 2 (2): 183-203.

Brown, Sally. 2012. “Managing Change in Universities: A Sisyphean Task?” Quality in Higher Education, 18 (1): 139-146. doi: 10.1080/13538322.2012.663547.

Buck, Jeffrey M., and John L. Watson. 2002. “Retaining Staff Employees: The Relationship Between Human Resources Management Strategies and Organizational Commitment.” Innovative Higher Education, 26 (3): 175-193.

Buckland, Roger. 2004. “Universities and Industry: Does the Lambert Code of Governance Meet the Requirements of Good Governance?” Higher Education Quarterly, 58 (4): 243-257. doi: 10.1111/j.1468-2273.2004.00272.x.

Bucklew, Neil, Christopher N. Ellison, Jeffrey D. Houghton. 2012. “Shared Governance and Academic Collective Bargaining in American Higher Education: A Potential Model for U.S. Participation in the Global Experience of Works Councils and Codetermination,” Journal of Collective Bargaining in the Academy, 4, Article 3. Available at: h tt p : // t he k eep. e i u. e du / j c b a / v o l 4 /i s s 1 / 3 .

Buckley, Sheryl. 2012. “Higher Education and Knowledge Sharing: From Ivory Tower to Twenty-First Century.” Innovations in Education & Teaching International, 49 (3): 333-344. doi: 10.1080/14703297.2012.703015.

Caffarella, Rosemary S., and Lynn F. Zinn. 1999. “Professional Development for Faculty: A Conceptual Framework of Barriers and Supports.” Innovative Higher Education, 23 (4): 241-254. Camblin, Jr., Lanthan D., and Joseph A. Steger. 2000. “Rethinking Faculty Development.” Higher Education, 39 (1): 1-18.

Clark, Robert L., and M. Melinda Pitts. 1999. “Faculty Choice of a Pension Plan: Defined Benefit Versus Defined Contribution.” Industrial Relations, 38 (1): 18-45.

Cole, Bryan R. 1995. “Applying Total Quality Management Principles to Faculty Selection.” Higher Education, 29 (1): 59-75.

Conge, Jay A. and Ready, Douglas .A. “Rethinking Leadership Competencies.” Executive Forum - Leader to Leader.

Danley, Janet V. 2010. “SEVIS: The impact of homeland security on American colleges and universities.” New Directions for Institutional Research, 2010 (146): 63-73. doi: 10.1002/ir.343.

Douglas, Joel M. 1995. “Faculty Senates as Labor Organizations: An Investigation of GovernanceStructures in Higher Education.” Labor Law Journal, 46 (2): 116-124.

Eaton, Judith. 2013. “Accreditation and the Next Reauthorization of the Higher Education Act.” InsideAccreditation, 9 (3). Available online at: h t t p : // www . c hea. o r g /i a / I A _2013.05.31. h t m l

Flannigan, Suzanne, Barbara R. Jones, and William Moore, Jr. 2004. “An Exploration of Faculty HiringPractices in Community Colleges.” Community College Journal of Research and Practice, 28 (10): 823-826. DOI: 10.1080/10668920390276894.

Franke, Ann H. 2009. Faculty in Times of Financial Distress: Examining Governance, Exigency, Layoffs, and Alternatives. Washington, DC: American Council on Education.

Garcia, Bennie L., and Brian H. Kleiner. 2001. “How to Hire Employees Effectively.” ManagementResearch News, 24 (6): 35-42.

Gibson-Harman, Kim, Sandria Rodriguez, and Jennifer Grant Haworth. 2002. “Community College Faculty and Professional Staff: The Human Resource Challenges.” New Directions for Community Colleges, 117: 77-90.

Hagedorn, Linda Serra. 1996. “Wage Equity and Female Faculty Job Satisfaction: The Role of WageDifferentials in a Job Satisfaction Causal Model.” Research in Higher Education, 37 (5): 569598. Hall, Joshua. 2012. “Higher-Education Accreditation Market Regulation or Government Regulation?” Independent Review, 17 (2): 233-238.

Hepple, Bob. 2006. Globalization and the Future of Labour Law edited by John D. Craig and S. MichaelLynk [Cambridge: Cambridge University Press, 2006, xx + 498 pp, hardback, ISBN 1 3052185490 0]. Industrial Law Journal, 35 (4): 450-451. doi: 10.1093/indlaw/dwl034.

Hermes, J. J. 2008. “Colleges Create Facebook-Style Social Networks to Reach Alumni.” Chronicle of Higher Education, 54 (33): A18.

Hobeanu, Loredana Văcărescu. 2011. “The Human Resources and Evaluation Management in the Academic Environment.” Journal of Advanced Research in Management, 1 (3):28-45.

Honan, James P., and Damtew Teferra. 2001. “The US Academic Profession: Key Policy Challenges.” Higher Education, 41

(1-2): 183-203.

Jacob, W. James, William Chinburg, Kyle Miller, Amber Reed, and Simeon Saunders. 2013. Prominent and Emerging Theories in Higher Education Human Resource Management. IISE Working Paper Series No. HEM-2013-01. Pittsburgh, PA: Institute for International Studies in Education.

Kakande, Nelson, Regina Namirembe, Dan K. Kaye, and Peter N. Mugyenyi. 2012. “Strengthening Institutional Research Administration in Uganda: A Case Study on Developing Collaborations among Academic and Research Institutions.” Journal of Research Administration, 43 (1): 39-59.

Kattner, Therese. 2011. “Helping Admissions Staff Thrive in Changing Times.” Recruitment & Retention in Higher Education, 25 (2): 1-5.

Katz, Lee Michael. “Competencies Hold the Key to Better Hiring,” HRMagazine, Society for Human Resources Management. March, 2015

Kelley, R. “In Praise of Followers.” Harvard Business Review, November-December 1988: 142-148.

Kelley, R. & Caplan, J., “How Bell Labs Creates Star Performers.” Harvard Business Review, July-August 1993: 128-139.

Kurland, Nancy B. 2011. “Evolution of a Campus Sustainability Network: A Case Study in Organizational Change.” International Journal of Sustainability in Higher Education, 12 (4): 395-429. doi: 10.1108/14676371111168304.

Leimer, Christina, and Dawn Geronimo Terkla. 2009. “Laying the Foundation: Institutional Research Office Organization, Staffing, and Career Development.” New Directions for Institutional Research, 2009 (143): 43-58. doi: 10.1002/ir.304.

Mansour, Hala F., Geoffrey Heath, and Matthew J. Brannan. 2015. “Exploring the Role of HR Practitioners in Pursuit of Organizational Effectiveness in Higher Education Institutions.” Journal of Change Management, 15 (3): 210-230.

Matthew. 2013. “All in This Together? HRM and the Individualization of the Academic Worker.” Higher Education Policy, 26: 397-419.

McDonald, Caroline. 2012. Penn State Disaster a System-Wide Failure. CFO.com.

McPherson, Michael S., and Morton Owen Schapiro. 1999. “Tenure Issues in Higher Education.” Journal of Economic Perspectives, 13 (1): 85-98.

Melville-Ross, Tim. 2010. “Leadership, Governance and Management.” Perspectives: Policy & Practice in Higher Education, 14 (1): 3-6. doi: 10.1080/13603100903450569.

Michaelson, Martin. 2008. Staff Layoffs and Reductions in Force – Managing the Risks. Washington, DC: ACE, United Educators, and NACUBO.

Nura, Abubakar Allumi, M. Dileep Kumar, and Nor Hasni Osman. 2012. “Employer’s Attitude Towards E-Human Resource Management Adoption: Research on Higher Educational Institutions in Sokoto State, Nigeria.” Skyline Business Journal, 7 (1): 1-10.

O’Meara, Kerry Ann, and Aimee LaPointe Terosky. 2010. “Engendering Faculty Professional Growth.” Change, 42 (6): 44-51.

Philips, Sally B., Deborah Adiego Cagnon, Donna L. Buehler, Mary E. Remón, and Thomas R. Waldecker. 2007. “Academic and Corporate Cultures Contrasted.” Journal of Workplace Behavioral Health, 22 (2-3): 7-25.

Porter, Stephen R., Robert K. Toutkoushian, and John V. Moore, III. 2008. “Pay Inequities for Recently Hired Faculty, 1988-2004.” The Review of Higher Education, 31 (4): 465-487.

Pressler, Jana L., and Carole A. Kenner. 2009. “Hiring an Associate Dean of Academic Affairs.” Nurse Educator, 34 (3): 97-98.

Preston, Jennifer. 2012. “Group Says It Has Ceased Bomb Threats On Campus.” New York Times, April 25, 13.

Rhoads, Robert A., and Gary Rhoades. 2005. “Graduate Employee Unionization as Symbol of and Challenge to the Corporatization of U.S. Research Universities.” The Journal of Higher Education, 76 (3): 244-275.

Rhoades, Gary. 2012. “Bargaining Quality in Part-time Faculty Working Conditions: Beyond Just-In Time Employment and Just-At Will Non-Renewal.” Journal of Collective Bargaining in the Academy, 4, Article 4. Available at: h t t p : / / t he k eep . e i u .e du / j cb a / v o l 4 / is s 1 / 4 .

Roach, Katie, and Marlene A. Dixon. 2006. “Hiring Internal Employees: A View from the Field.” Journal of Sport Management, 20 (2): 137-158.

Rogers, Hayden, Ferketish, Matzen. 1992. Organization Change that Works. DDI Press Pittsburgh PA, 1992: 99-108.

Saltzman, Gregory M. 2008. “Dismissals, Layoffs, and Tenure Denials in Colleges and Universities.” The NEA 2008 Almanac of Higher Education: 51-65.

Savanick, Suzanne, Richard Strong, and Christie Manning. 2008. “Explicitly linking pedagogy and facilities to campus sustainability: lessons from Carleton College and the University of Minnesota.” Environmental Education Research, 14 (6): 667-679. doi:10.1080/13504620802469212.

Schweber, Nate, and Richard Perez-Pena. 2011. “Crisis Leads to Lessons In Penn State Classes.” New York Times, November 11, 18.

Scott, David K. 1999. “A Multiframe Perspective of Leadership and Organizational Climate in Intercollegiate Athletics.” Journal of Sport Management, 13 (4): 298-316.

Sixl-Daniell, Karin, Jeremy B. Williams, and Amy Wong. 2006. “A Quality Assurance Framework for Recruiting, Training (and Retaining) Virtual Adjunct Faculty.” Online Journal of Distance Learning Administration, 11 (1).

Smith, Daryl G., Caroline S. Turner, Nana Osei-Kofi, and Sandra Richards. 2004. “Interrupting the Usual: Successful Strategies for Higher Diverse Faculty.” The Journal of Higher Education, 75 (2): 133-160.

Thamel, Pete. 2012. “Real Penalty for Penn State, but No Cheers Yet.” New York Times, July 24, 1.

Turner, Caroline Sotello Viernes, Samuel L. Myers, Jr., and John W. Creswell. 1999. “Exploring Underrepresentation: The Case of Faculty of Color in the Midwest.” The Journal of Higher Education, 70 (1): 27-59.

U.S. Equal Employment Opportunity Commission (EEOC). 2013. Laws and Guidance. Washington, DC: EEOC. Available online at: h tt p : // www .ee o c. g o v / po li cy /l a w s .h t m l ; accessed on 18 June 2013.

Waring, Matthew. 2013. “All in This Together? HRM and the Individualization of the Academic Worker.” Higher Education Policy, 26: 397-419.

West, Martha S., and John W. Curtis. 2006. AAUP Faculty Gender Equity Indicators 2006. Washington, DC: American Association of University Professors.

Worthen, Helena, and Joe Berry. 2002. “Bargaining For 'Quality' in Higher Education: A Case Study from the City Colleges of Chicago.” Labor Studies Journal, 27 (3): 1-23.

Youne, Bassem. 2003. “Faculty Evaluation: Towards a happy Balance between Competing Values.” World Transactions on Engineering and Technology Education, 2 (1): 117-120.

Suppl em ent al Readi ngs and Websit es :McLennan, Kay L. 2001. An Administrator’s Primer on Faculty Unions.

Professional and Organizational Development (POD) Network in Higher Education website: FacultyDevelopment. Retrieved July 5, 2006 from h tt p : / / www .podn e t w o r k .o r g / de v e l op m en t . h t m

University of Pittsburgh Human Resources. 2013. Human Resources Homepage. Pittsburgh, PA:University of Pittsburgh. Available online at: http://www.hr.pitt.edu

Suggested Supplement al B ooks f or F urt her Readi ng

Hall, Alison. 2003. Managing People: Managing Universities and Colleges Series. London: OpenUniversity Press.

Brault, Albert T.; & Beckwith, Cynthia A. 2003. Human Resources Adding Value in Higher Education.Knoxville, TN: C Arreola, R.A. 2000. Developing a Comprehensive Faculty Evaluation System.2nd ed. Bolton, MA: Ankler Publishing Company, Inc.

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