An analysis of human relations theories and concepts from the perspectives of the social sciences, the humanities, and education.
Theories should inform practice. This course exposes students to fundamental theories on which approaches in human relations are based and facilitates an understanding of how human relations professionals can apply these theories. Emphasis is on organizational and management theories, counseling orientation, and diversity perspectives. The course provides a multidisciplinary lens to interacting with individuals in diverse settings.
|Dates||January 24-30, 2022|
|Format||Virtual. Course to take place via Zoom and Canvas.|
|Location for on-site courses||Washington D.C.|
|Hours||Mon-Fri. 1800-2030, Sat 1300-1600, Sun 1300-1500|
|Last day to enroll or drop without penalty||December 26. 2021|
|Name||Frances Wolf, M.Ed.|
|Course Professor||B. Lloyd-Jones Ph.D.|
|Mailing Address||Office: 4502 East 41st Street, Tulsa, OK 74135|
|Professor availability||The professor will be available via email to students before and after the class sessions.|
Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.
*Students can access additional required course readings through Canvas. Any changes made to the course schedule, schedule of assignments, or any special assignments will be posted to Canvas. Students will submit assignments via Canvas.
The objectives of this course are to:
• Identify the fundamental principles of various theoretical orientations that form the
the foundation of human relations practice;
• determine your preferred theoretical orientation and explain how one’s theoretical orientation may affect behavior, perspectives, biases, and value systems when interacting with others;
• use theory to explain complex human interactions at work, home, or in community settings; and
• develop a repertoire of theories to facilitate reaching solutions to human relations problems.
Although there are no specific course prerequisites for this class, it is highly recommended that students have basic typing skills; prior experience using and searching on the Internet, Windows, or Mac operating systems experience; and writing/communication skills.
Safe Zone: I consider this classroom to be a place where students are treated with respect, regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. If you need to email me, I normally respond to emails within 24 hours.
• Written assignments should demonstrate students’ ability to clearly communicate in writing. Therefore, written assignments must be typed using double spacing lines and include page numbers.
In addition, work submitted must reflect a scholarly quality in terms of scope, depth, writing mechanics, and appearance. Proofread all assignments as only materials with minimal or no errors will receive high scores.
• Canvas: You will access additional class readings and submit course assignments through Canvas.
When contributing to class discussions based on the assigned readings, students should use the questions be to inform and guide their responses.
What do you see as the most valuable contribution, thesis, or idea from this material? What aspects of the author’s findings or argument do you find especially useful, well-argued, problematic, confusing, or unconvincing? How does this connect to some of the key ideas or themes we have discussed in the course?
This course is a seminar format and includes class lectures and discussions, required readings, and structured assignments. Class time includes the discussion of issues raised resulting from students’ reactions to assigned reading and lectures. All students are responsible for contributing to class discussions.
Methods of evaluation may include, but are not limited to, written assignments, class presentations and course exam, and attendance. The course is evaluated formally using the University of Oklahoma student evaluation of courses format.
Course Exam (25 points) Complete in class on October 31, 2021
Students will complete in-class examination. The multiple-choice format examination will consist of theories and concepts from the reading materials and lectures. Students are not permitted to use notes, textbooks, or any other study aids.
Research Paper (50 points) Due: by Nov. 7, 2021
· Each student will focus on one or two theories identified in the course textbook.
· Based on your research and reading of the theory, write an 8-10-page paper (not counting title and reference pages) that details your theoretical approach of analyzing and addressing an organization/management scenario, a counseling scenario, or a diversity-related scenario.
· You should make 3-5 major points in which you specify and prioritize key principles for your topic.
· Note: I want you to outline your perspective based one or two theories, but do not write this paper in the first person. Present your ideas using the third person (e.g., “Effective managers/counselors/DE&I professionals should keep in mind the following three-five principles…”). However, avoid referring to yourself (e.g., “the author believes…”). Imagine you are writing a scholarly paper to a professional audience, presenting your ideas with scholarly support. Use the course text book as an example.
· Include at least 6 scholarly publications (i.e., professional journal articles, published within the past 10 years). Incorporate in-text citations to support your ideas, claims or assertions.
· Follow APA-style, including citing references that you use. The paper should be typed, 12-point font and double-spaced, with a title page and reference page. Pay close attention to grammar, writing style, and carefully edit your papers. Please, submit on the appropriate assignment page on Canvas.
Student Presentation (25 points) Due: by Oct. 29 & 30, 2021
Students will provide a 40–50-minute presentation of an assigned counseling chapter. In addition to explaining the main features of the chapter and incorporating a visual aid, students will engage audience members by facilitating an exercise or activity to complement the presentation, augmenting a specific part of the theory.
Human Relations Approaches & Theories of the Human Relations Movement
Mon. Jan. 24
McGregor Human Side of Enterprise
Tues. Jan 25
Monin, N., & Bathurst, R. (2008). Mary Follett on the leadership of ‘Everyman’. Ephemera-theory & politics in organization, 8(4), 447- 461.
A Conversation with George Henderson (PBS film)
THEORIES & CONCEPTS OF DIVERSITY
Wed. Jan. 26
Personality Test: Your personality influences relationships with your family, friends, and co-workers and contributes to your health and wellbeing. A personality test can help to identify your similarities and differences when compared to other people.
Wiggins-Romesburg, C.A., & Githens, R.P. (2018). The psychology of diversity resistance and integration. Human Resource Development Review, 17(2), 179-198.
Thomas, D.A., & Ely, R.J. (1996). Making differences matter: A new paradigm for managing diversity. The Harvard Business Review.
THEORIES OF MOTIVATION
Maslow, A. H. (1943, abridged). A theory of motivation. Psychological Review, 50, 370-396.
McClelland motivation theory
Thurs. Jan. 27
ORGANIZATION & MANAGEMENT THEORY
Developing Competencies for Emotional, Instrumental, and Informational Student Support During the COVID-19 Pandemic: A Human Relations/Human Resource Development Approach (Lloyd-Jones, 2020)
Cross ref DOI link: https://doi.org/10.1177/1523422320973287
Organizational Justice Theory, Course Text p. 185
· Social Capital Theory, Course Text p. 249
· Social Comparison Theory, Course Text p. 265
· Social Network Theory, Course Text p. 297
Fri. Jan. 28
COUNSELING THEORIES & APPROACHES
Sat. Jan. 29
· Cognitive Behavior Theory
· Behavioral Theory
Sun. Jan. 30
This is a letter-graded course: A, B, C, D, or F.
Each student will receive a grade according to the following point scale:
A = 90-100%
B = 80-89%
C = 70-79%
Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.
|Student Presentation||Jan. 28 & 29||25|
|Course Exam||Jan. 30||25|
|Course Paper||Feb. 6||50|
Attendance and participation are required and important in any class because much of the learning comes from discussions in class with other class members. It is expected that you attend all classes, read all materials for each class, and participate in discussions. It is expected that you attend all classes and be on time except for excused emergencies. If you are absent (5) points will be deducted from your grade for each missed class session.
A late assignment will incur a penalty. If you miss class because of an emergency, please make arrangements with the professor. Two (2) points will be deducted from the total possible points for each day the assignment is late.
A grade of “I” is not automatically assigned, but rather must be requested by the student by submitting to the instructor a “Petition for and Work to Remove an Incomplete Grade” form. An “I” can never be used in lieu of an “F” nor can an “I” be assigned because of excessive failure to participate in class activities.
All email communication will be through official OU email addresses only. When contacting the professor by email, please include the course number and section title in the subject line.
Discussion Board Policy
Be considerate and appropriate when using the discussion board. It is neither a public forum nor a limited public forum. Your instructor has the right to remove any message for the purposes of saving space, focusing attention of students on relevant materials, and avoiding material inappropriate for the classroom. On this last note, with freedom comes responsibility. Please keep in mind, as you contribute to the discussion board, that not everyone comes from the same background, or shares the same values and ideals. Please be appropriate (professional) and considerate of others. If you have any questions on this matter, contact the instructor for clarification.
Statement about the MHR Program Planner and Human Relations Website
Students should become familiar with the MHR Program Planner that was sent to each student upon admission into the program. The planner has a description of the HR program objectives and requirements, suggestions for graduate study, financial assistance, and graduation information. Of particular interest is the information on the comprehensive exams and the internship. For further information please visit the Department of Human Relations Website at: http://www.ou.edu/cas/hr
Reasonable Accommodation Statement
The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities. Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities. Students with disabilities must be registered with the Office of Disability Services prior to receiving accommodations in this course. The Office of Disability Services is located in the University Community Center, 730 College Avenue, phone 405-325-3852 (Voice), (405) 271-3494 (VP) or TDD only 405-325-4173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html
We understand our members represent a rich variety of backgrounds and perspectives. The Human Relations Department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all students to:
It is the policy of the University to excuse absences of students that result from religious observances and to provide without a penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays, without penalty.
Honesty is a fundamental precept in all-academic activities, and you have a special obligation to observe the highest standards of honesty.
Academic misconduct includes:
1. Cheating (using unauthorized materials, information, or study aids in an academic exercise, plagiarism, falsification of records, unauthorized possession of examinations, intimidation, and any and all other actions that may improperly affect the evaluation of a student’s academic performance or achievement);
2. Plagiarism which is the representation of the words or ideas of another as one’s own, including: (a) direct quotations without both attribution and indication that the material is being directly quoted, e.g., quotation marks; (b) paraphrase without attribution; (c) paraphrase with or without attribution where the wording of the original remains substantially intact and is represented as the author’s own; and (4) expression in one’s own words, but without attribution, or ideas, arguments, lines or reasoning, facts, processes, or other products of the intellect where such material is learned from the work of another and is not part of the general fund of common academic knowledge.
3. Assisting others with any such act.
4. Attempting to engage in such acts.
Penalties are listed in the Academic Code. For further information on academic misconduct please refer to the following link: http://integrity.ou.edu/students_guide.html
All acts of academic misconduct will be reported and adjudicated as prescribed by the Academic Misconduct Code at the University of Oklahoma.
To be successful in this class, all work on exams and quizzes must be yours and yours alone. You may not receive outside help. On examinations and quizzes you will never be permitted to use your notes, textbooks, calculators, or any other study aids. Should you see someone else engaging in this behavior, I encourage you to report it to myself or directly to the Office of Academic Integrity Programs That student is devaluing not only their degree, but yours, too. Be aware that it is my professional obligation to report academic misconduct. Sanctions for academic misconduct can include expulsion from the University and an F in this course, so don’t cheat. It’s simply not worth it.
9 Things You Should Already Know About Plagiarism
Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.
Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.
Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.
If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.
Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.
OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.
Academic Integrity and Student Conduct
Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.
Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html
Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/
The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.
Adjustment for Pregnancy/Childbirth-Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at firstname.lastname@example.org or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html
Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.
Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.
For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/
Statement on Respect
The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement. Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.
It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.
● Ph.D. University of Tulsa; Major: Education Administration and Research with an emphasis on Leadership
● M.A. Illinois State University; Major: Speech, Language Pathology and Audiology
● B.S. Northern Illinois University; Major: Communication Disorder; Minor: Psychology
● Associate Professor, University of Oklahoma, Department of Human Relations, Schusterman Center, Tulsa, OK
● Extended Campus Professor, University of Oklahoma
● Certified Mediator, State of Oklahoma
● HR 5093 Introduction to Graduate Studies in Human Relations
● HR 5003 Theoretical Foundations in Human Relations
● HR 5033 Leadership in Organizations
● HR 5083 Seminar in Group Dynamics
● HR 5053 Diversity and Justice in Organizations
● HR 5073 Creative Problem Solving
● HR 5193 Intervention and Practice in Training
● Women and Leadership
● Emotional, Instrumental, and Informational Student Support
● Intergenerational Tension in Organizations
● Volunteering, Community Engagement, and Under-resourced Communities
Lloyd-Jones, B. (2021). Developing competencies for emotional, instrumental, and informational student support during the COVID-19 pandemic: A human relations/human resource development approach, 23(1), 41-54.
Lloyd-Jones, B. & Jean-Marie, G. (2020). Mentoring women faculty of color in the academy for
career advancement. In L.A. Searby & B. Irby (Eds.), The Wiley-Blackwell International Handbook of Mentoring: Paradigms, Practices, Programs, and Possibilities (pp. 167-185). Hoboken, NJ: Wiley-Blackwell.
Lloyd-Jones, B. (2019). Where are the African American Women Leaders? A Call for more Nuanced Research in Higher Education? International Journal of Humanities and Social Science Review; 5 (1), 7-15.
Lloyd-Jones, B., Bass, L., & Jean-Marie, G. (2018). Gender and diversity in the workforce. In M. Byrd & C. Scott (Eds.), Workforce Diversity: Current and Emerging Issues and Case Studies (pp. 81-106). New York, NY: Routledge.
Lloyd-Jones, B. & Worley, J. A. (2018). Intergenerational tensions in the workforce. In M. Byrd and C. Scott (Eds.), Workforce Diversity: Current and Emerging Issues and Case Studies (pp. 190-213). New York, NY: Routledge.
Lloyd-Jones & Byrd, M. (2018). Developing culturally responsive mentoring in the professoriate: A theoretical model. In E. T. Murakami & H. J. Mackey (Eds.), Beyond Marginality: Understanding the Intersection Of Race, Ethnicity, Gender, and Difference in Educational Leadership Research (pp. 63-80). Charlotte, NC: Information Age Publishing.
Lloyd-Jones, B. (2016). Women of color and applied critical leadership: Individual, professional, and institutional strategies for advancement. In L. J. Santamaria & A. P. Santamaria (Eds.), Culturally Responsive Leadership in Higher Education: Praxis Promoting Access, Equity, and Improvement (pp. 61-75). New York, NY: Routledge Books.
Lloyd-Jones, B. (2014). Scholarship that advocates for social justice: Empowering community leadership. In L. J. Santamaria, G. Jean-Marie, & C. Grant (Eds.), Cross-Cultural Women Scholars in Academe: Intergenerational Voices (pp. 152-170). New York: Routledge.
Lloyd-Jones, B. (2014). Remaining connected to the socio-cultural experiences of underserved populations: Volunteering and advocacy in research and practice in the academy. In G. Jean- Marie, C. Grant & B. Irby (Eds.), The Duality of Women Scholars Of Colors: Transforming and Being Transformed In The Academy (pp. 133-150). Research on Women and Education Series. Charlotte, NC: Information Age Publishing.
Lloyd-Jones, B. (2014). African American women in the professoriate: Addressing social exclusion and scholarly marginalization through mentoring. Mentoring & Tutoring: Partnership in Learning, 22(4), 269-283.
Lloyd-Jones, B. (2009). Implications of race and gender in higher education administration: An African American woman’s perspective. Advances in Developing Human Resources, 11(5), 606-618.