JMJ Marist Brothers

Notre Dame of Marbel University

College Of Business Administration
BUSINESS ADMINISTRATION DEPARTMENT
City of Koronadal, South Cotabato

THE NOTRE DAME OF MARBEL UNIVERSITY

Vision
Inspired by the charism of St. Marcellin Champagnat, Notre Dame of Marbel University envisions to be a Catholic Marist institution of learning dedicated to the spiritual, moral and academic formation of men and women who
exemplify competence and social responsibility in the service of God and humanity.
Mission
As a Catholic institution founded on Marist traditions, Notre Dame of Marbel University commits itself to:
Build character – by providing quality Christian education to the youth making them capable of being leaven for responsible Christian living.
Develop competence – by promoting the principles of quality education and by generating new knowledge that fosters human development and advancement of the society.
Respect culture – by inculcating the principles of cultural solidarity, by instilling appreciation and preservation of the Filipino cultural heritage, and by promoting the Marist tradition where students are progressively initiated into
their lifelong challenge of harmonizing faith, culture and life.
Motto
Character, Competence and Culture in Harmony.

Core Values
Inspired by the charism of St. Marcellin Champagnat, NDMU anchors its faith and life on the following core values as foundational qualities with which the Marist Brothers, Mission Partners, and students approach the entire
educational process and academic atmosphere of the University: Family Spirit, Marian, Love of Work, Preference for the Least Favored, Quality Education, Integrity of Creation, and Culture-sensitivity.

THE COLLEGE OF BUSINESS ADMINISTRATION

Vision
The best business school in the region through research and industry-driven curricula.
NDMU: Syllabus in PHRD 107-Organizational Development 1
 Mission

To produce competent business professionals imbued with Christian values and responsive leaders who are committed to address the growing demands of manpower in business, commerce, industry, and government services; and to
produce effective entrepreneurs with unwavering passion for commitment and dedication for entrepreneurial endeavor through an outcomes-based curricula.

Goals
Specifically, the College of Business Administration aims to:
1) offer courses to students that will give them the opportunity for professional competencies, and relevant application in business employment and entrepreneurial endeavors;

2) provide students with theoretical and practical business education enabling them to fulfill positions of trust and responsibility as well rounded entrepreneurs, managers, professional accountants, bookkeepers, finance officers,
marketing specialists, human resource development managers, economists, business executives, hoteliers, and restaurateurs;

3) develop students with integrity, possessing a sense of professionalism and sound responsibility and be prepared to participate actively in the socio-economic undertaking of the locality especially the depressed sector of the
society;

4) espouse excellence in instruction and all curricular activities;

5) instill in the minds and hearts of faculty that their commitment for continuous professional education is imperative to deliver quality education;

6) ensure that its faculty members conduct themselves with integrity and in an ethical manner as prescribed by the Code of Ethics of their respective profession as guided by the core values of the University; and

7) promote the culture of research among the faculty, administrative staff and students.

University Graduate Attributes Intended Learning Outcomes

Mission Within 3-5 years, upon completion of the program, the graduate can…
Character God-loving - Demonstrate godly ways in developing and managing the human resource of companies or of their own business/enterprise
High level of professionalism - Exemplify the high level of professionalism as human resource managers through Marist core values
Socially and ethically responsible - Actualize in employment, projects and activities their social concern and their adherence to ethical standards
Competenc Professional competence - Develop effectively and efficiently the skills and competencies of human resource in companies of their employment or their own enterprise
e Critical thinking and problem-solving - Exercise critical and creative thinking in improving their well-being as part of the human resource or as an entrepreneur
- recommend corporate strategies to companies for the improvement of their system in developing and managing their human resource
Communication skills - Apply effective communication skills both in written and oral forms to any stakeholders of the company they will be employed into or in their own business
- Apply skills to manage and develop the human resource development management department/division of a company or their own business/enterprise
Life-long learning skills - Generate new guidelines and principles in human resource development management for utilization in the company where they are employed or in their own
Research skills business/enterprise
NDMU: Syllabus in PHRD 107-Organizational Development 2
Culture Interpersonal skills - Work effectively with co-workers in the workplace
Culture-sensitive - Deal professionally and humanely with people of varying fields of discipline, motivation and cultural-orientation

THE BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN HUMAN RESOURCE DEVELOPMENT MANAGEMENT PROGRAM

Goals

The program aims to prepare students for a career in the corporate setting and to advance their managerial skills in managing people which is the most important asset of the organization to achieve competitive advantage. The program
exposes the students to the various courses dealing with intellectual and practical skills, global learning, labor laws and professional business subjects. The program develops the professional skills of the students as they apply strategic
management and operational planning in the process of developing corporate approaches and its competitive forces, and develop leadership skills by understanding the importance of teambuilding, total quality management,
communication, people skills, and motivation in the organization. The program has course which are meant to harness the students’ full potential and specifically designed to develop in them sound business-writing and verbal
communication skill; train them to be adept in business researches; give them knowledge in preparing basic legal documents for HR Department use; and develop in them the values of fortitude, excellence, and uprightness as well as
the qualities of social commitment and responsibility, excellence, nationalism and global competence. Courses are taught by qualified faculty with track record of leadership, excellence and vast practical experience and skills
associated with human resource planning and management.
SYLLABUS IN HUMAN RESOURCE DEVELOPMENT MANAGEMENT
First Semester, SY 2018-2019

COURSE TITLE : Organizational Development

COURSE CODE : PHRD 107
CREDIT UNITS : Three (3) credit hours
PREREQUISITES : None
FACULTY :
CONTACT NO. OR EMAIL :
CONSULTATION TIME:

I. COURSE DESCRIPTION

The student will be given the general idea of what is involve in developing an organization to achieve its vision and mission, its philosophies and culture to ensure its competitiveness in a globalized development,
organization design and structuring, training and development, performance management, culture and change management. It focuses on the management of organizational change/ interventions from a system perspective.
The students will gain sufficient knowledge to appreciate the overall impact of these activities for the success of an organization.

II. TEACHING AND LEARNING FRAMEWORK

NDMU as a higher institution of learning adheres to the teaching-learning philosophy that is student-centered, transformative, outcome-based, relevant and responsive, and Marist Pedagogy-Oriented.
NDMU: Syllabus in PHRD 107-Organizational Development 3
III. COURSE POLICIES/GUIDELINES

To make the course motivating and participative, various teaching methodologies will be used in the course apart from the usual lecture, discussion, graphical and quantitative techniques, analyses, and small group
discussions, researches and oral reports shall be employed.

Academic Integrity

Academic integrity is expected of all students. The attempt by any student to present as his/her own work which he/she has not produced is regarded by the faculty and administration of NDMU as a serious offense. Students
are considered to have cheated if they turn in assignment written in whole or in part by someone else. Students are guilty of plagiarism, intentional or not, if they copy from books, magazines, internet, or other sources without
identifying and acknowledging those sources or if they paraphrase ideas from such sources without acknowledging them.

Students enrolled in the course cheating on exams or quizzes or commit plagiarism, or copy another student’s work in any way, violate the Academic Integrity policy of the University and will receive an F (0 points) on the
test or assignment in question. In addition, they will be reported to the College Dean for appropriate sanction.

Attendance

Each session is very important to students’ learning so they should avoid being absent. Unexcused and/or chronic tardiness and early exit will be counted as an “absence”. Missing a class does not excuse students from the
work assigned. They will be expected to complete and submit any assignments before or at the beginning of the next session.

Class Management

All students are expected to come to class on time. Use of cell phones and other electronic gadgets are prohibited. Cell phones will be placed in silent mode. Wearing of IDs and complete uniform is a must.

IV. COURSE REQUIREMENTS

The following are the requirements for the completion of this course:

1) passing the midterm and final examination;

2) submission of regular assignments, seat works, reports, analysis of cases, chapter synthesis, and passing quizzes at least once a week; and
3) mini-thesis.

V. GRADING SYSTEM

The grading system for both midterm and final for this course will be as follows:

1) Midterm Grade
Class Works (Assignments, quizzes, recitations, and other requirements) 60%
Examination 40%
TOTAL 100%

2) Final Grade
NDMU: Syllabus in PHRD 107-Organizational Development 4
 Class Works (Assignments, quizzes, recitations, and other requirements) 60%
Examination 40%
TOTAL 100%

VI. PROGRAM OUTCOMES AND RELATIONSHIP TO PROGRAM EDUCATIONAL OBJECTIVES (GRADUATE ATTRIBUTES)
Character Competence Culture
The graduate is: The graduate demonstrates: The graduate is:
PROGRAM OUTCOMES (POs)  God-loving  Professional competence  With interpersonal
Article IV, Section 6.2, CMO No. 19, Series of 2017  With high level of  Critical thinking and problem- skills
professionalism solving skills  Culture-sensitive
 Socially and ethically  Communication skills
responsible  Life-long learning skills
 Research skills
At the end of the course, the student should be able to: √
a) perform the basic function of management such as planning, organizing, staffing, directing and controlling; √
b) apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resources,
management, production and operations management, information technology, and strategic management) in various √
business situations;
c) use the proper decision-making tools to critically, analytically, and creatively solve problems and drive results; √
d) express oneself clearly and communicate effectively with stakeholders both in oral and written forms; √
e) apply information and communication technology (ICT) skills as required by the business environment; √
f) work effectively with other stakeholders and manage conflict in the workplace; √
g) plan and implement business-related activities; √
h) demonstrate corporate citizenship and social responsibility; and √ √
i) exercise high personal moral and ethical standards. √
VII. RELATIONSHIP OF COURSE LEARNING OUTCOMES (CLOs) TO PROGRAM OUTCOMES (POs)

COURSE LEARNING OUTCOMES (CLOs) for the subject PROGRAM OUTCOMES (POS)
This course envisions the students to: a b c d e f g h i
CLO 1: develop, improve, and reinforce the strategies, structures, and processes that will lead to organization effectiveness; √ √ √ √ √ √
CLO 2: design strategies to improve the organization’s ability to respond to external groups like customers, stockholders, government employees √ √ √ √ √ √ √ √
and other stakeholders resulting to better quality products, higher financial return, and high quality of work life; and
CLO 3: understand the importance of human potential, development and participation in the organization for its competitive advantage. √ √ √ √ √ √ √

VIII. COURSE COVERAGE

CLO CODE
LINKS TOPIC INTENDED TEACHING & ASSESSMENT
WEEK LEARNING TEXTBOOKS / REFERENCES LEARNING METHODS/ VALUES TARGET
1 2 3 OUTCOMES (ILO) ACTIVITIES (TLA) STRATEGIES INTEGRATION (RESULT)
NDMU: Syllabus in PHRD 107-Organizational Development 5
 1 COURSE ORIENTATION  The students can  Anderson, D. (2015).  Brief Lecture  Recitation  The value of  100% of
verbally discuss the Organizational development: The  Report  Writing a brief progress and students
√ √ √ GENERAL INTRODUCTION TO importance of process of leading organizational  Concept Mapping reflection paper development will have a
ORGANIZATION DEVELOPMENT studying change (3rd ed.).. Thousand oaks,  Recitation  The value of rating
Organizational CA: SAGE. planning higher than
 Organization Development Defined Development.  Cummings, T. (2015).  The value of 75%.
 Growth and Relevance of  The students can also Organizational development and downward and
Organization Development relate the study of change. Australia: Cengage upward
 Short History of Organization Organizational Learning communication
Development Development in the
 Evolution in Organization field of Human
Development Resource
Management.

2 √ √ √ THE NATURE OF PLANNED  The students can  Anderson, D. (2015).  Brief Lecture  Quiz  Openness to  100% of
CHANGE verbally discuss the Organizational development: The  Individual Report  Reflection Paper change students
various theories of process of leading organizational  Group Discussion  Individual will have a
 Theories of Planned Change planned change. change (3rd ed.).. Thousand oaks,  Role Playing Recitation rating
 General Model of Planned Change CA: SAGE.  Interviews higher than
 Different Types of Planned Change  Cummings, T. (2015).  Case Analysis 75%.
 Critique of Planned Change Organizational development and
change. Australia: Cengage
Learning

3 √ √ √ THE ORGANIZATION  The students can  Anderson, D. (2015).  Brief Lecture  Quiz  Sense of  100% of
DEVELOPMENT PRACTITIONER describe the Organizational development: The  Mini Seminar in the  Class Video Professionalism students
competencies of an process of leading organizational Classroom Presentation of will have a
 Who is an OD Practitioner OD Practitioner change (3rd ed.).. Thousand oaks,  Interviews the Interview rating
 Competencies of an OD Practitioner CA: SAGE.  Group Discussion conducted higher than
 The Professional OD Practitioner  Cummings, T. (2015).  Role Playing 75%.
 Professional Values Organizational development and
 Professional Ethics change. Australia: Cengage
Learning

4 √ √ √ ENTERING AND CONTRACTING  The students can  Anderson, D. (2015).  Brief Lecture  Quiz  Value of Honesty  100% of
design a Contract in Organizational development: The  Mini Seminar in the  Value of students
 Entering into an OD Relationship the practice of process of leading organizational Classroom Transparency will have a
 Developing a Contract Organization change (3rd ed.).. Thousand oaks, rating
 Interpersonal Process Issues in Development CA: SAGE. higher than
Entering and Contracting  Cummings, T. (2015). 75%.
NDMU: Syllabus in PHRD 107-Organizational Development 6
 Organizational development and
change. Australia: Cengage
Learning

5 √ √ √ DIAGNOSING ORGANIZATIONS  The students can  Anderson, D. (2015).  Lecture-discussion  Reflection paper  Critical Thinking  100% of
detect and analyze Organizational development: The  Interview on the different  Cautiousness students
 What is Diagnosis the problem of an process of leading organizational  Reporting diagnostic will have a
 The Need for Diagnostic Model organization. change (3rd ed.).. Thousand oaks,  Group Discussion model for rating
 The students can CA: SAGE. organizational higher than
make a proposal to  Cummings, T. (2015). development 75%.
address the Organizational development and
organization’s change. Australia: Cengage
problem. Learning

6 √ √ √ DIAGNOSING GROUPS AND JOBS  The students can  Anderson, D. (2015).  Lecture-discussion  Graded  Value of  100% of
verbally differentiate Organizational development: The  Reporting recitation Teamwork students
 Group Level Diagnosis group level diagnosis process of leading organizational  Concept Mapping will have a
 Individual Level Diagnosis from individual change (3rd ed.).. Thousand oaks, rating
diagnosis. CA: SAGE. higher than
 Cummings, T. (2015). 75%.
Organizational development and
change. Australia: Cengage
Learning

7 √ √ √ COLLECTING AND ANALYZING  The students can  Anderson, D. (2015).  Brief Lecture  Case study  Honesty  100% of
DIAGNOSTIC INFORMATION gather data in Organizational development: The  Field Data Gathering  Transparency students
diagnosing the process of leading organizational  Reporting will have a
 Methods of Collecting Data problem using change (3rd ed.).. Thousand oaks, rating
 Sampling different methods. CA: SAGE. higher than
 Techniques for Analyzing data  The students can use  Cummings, T. (2015). 75%.
different techniques Organizational development and
in data analysis. change. Australia: Cengage
Learning

8 √ √ √ FEEDBACK DIAGNOSTIC  The students can  Anderson, D. (2015).  Brief Lecture  Role Playing  Honesty  100% of
INFORMATION verbally describe the Organizational development: The  Role playing’  Reflection  Transparency students
 Determining the Content of the characteristics of the process of leading organizational writing will have a
Feedback process. change (3rd ed.).. Thousand oaks, rating
 Characteristics of the Feedback CA: SAGE. higher than
Process  Cummings, T. (2015). 75%.
 Survey Feedback Organizational development and
change. Australia: Cengage
NDMU: Syllabus in PHRD 107-Organizational Development 7
 Learning

9 √ √ √ DESIGNING INTERVENTIONS  The students can  Anderson, D. (2015).  Brief Lecture  Quiz  Careful planning  100% of
design an Organizational development: The  Interview Reporting  Recitation students
 What are effective Interventions intervention for process of leading organizational will have a
 How to Design Effective organization change (3rd ed.).. Thousand oaks, rating
Interventions development. CA: SAGE. higher than
 Types of Interventions  Cummings, T. (2015). 75%.
Organizational development and
change. Australia: Cengage
Learning
MIDTERM EXAMINATION

10 √ √ √ INTERPERSONAL AND GROUP  The students can  Anderson, D. (2015).  Brief Lecture  Role Playing  Openness  100% of
PROCESS APPROACH design a Group Organizational development: The  Mini Seminar in the  Case study students
Consultation Activity. process of leading organizational Classroom will have a
 Process Consultation change (3rd ed.).. Thousand oaks,  Role Playing rating
 Third Party Interventions CA: SAGE. higher than
 Team Building  Cummings, T. (2015). 75%.
Organizational development and
change. Australia: Cengage
Learning

11 √ √ √ ORGANIZATION PROCESS  The students can  Anderson, D. (2015).  Interactive Lecture  Recitation  Value of Listening  100% of
APPROACHES facilitate a Organizational development: The  Small Group  Reflection students
Confrontation process of leading organizational Sharing Writing will have a
 Organization Confrontation Meeting Meeting. change (3rd ed.).. Thousand oaks, rating
 Intergroup Relations Interventions CA: SAGE. higher than
 Large Group Interventions  Cummings, T. (2015). 75%.
Organizational development and
change. Australia: Cengage
Learning

12 √ √ √ TECHNO-STRUCTURAL  The students can  Anderson, D. (2015).  Brief Lecture  Group Reporting  Value of  100% of
INTERVENTIONS- create an Organizational development: The  Small group  Group Communication students
RESTRUCTURING organizational process of leading organizational discussion Reflection paper with employees will have a
ORGANIZATIONS structure. change (3rd ed.).. Thousand oaks,  Case study  Adaptability rating
CA: SAGE. higher than
 Structural Design  Cummings, T. (2015). 75%.
 Downsizing Organizational development and
 Reengineering change. Australia: Cengage
Learning
NDMU: Syllabus in PHRD 107-Organizational Development 8
 13 √ √ √ EMPLOYEE INVOLVEMENT  The students can  Anderson, D. (2015).  Interactive Lecture  Quiz  Value of  100% of
verbally discuss the Organizational development: The  Interview Report  Case Study Participation students
 What is it? types of employee process of leading organizational  Case Study Reporting will have a
 Types of Employee Involvement intervention. change (3rd ed.).. Thousand oaks, rating
Interventions CA: SAGE. higher than
 Cummings, T. (2015). 75%.
Organizational development and
change. Australia: Cengage
Learning

14 √ √ √ WORK DESIGN  The students can  Anderson, D. (2015).  Brief Lecture  Reflection Paper  Adaptability to an  100% of
verbally discuss the Organizational development: The  Interview Report appropriate work students
 The Engineering Approach different approaches process of leading organizational  Case Study design will have a
 The Motivational Approach work designs. change (3rd ed.).. Thousand oaks,  Mini seminar in the rating
 The Socio-technical System Approach CA: SAGE. class higher than
 Cummings, T. (2015). 75%.
Organizational development and
change. Australia: Cengage
Learning

14 √ √ √ HUMAN RESOURCE  The students can  Anderson, D. (2015).  Brief Lecture  Quiz  Fairness in the  100% of
MANAGEMENT INTERVENTIONS formulate Organizational development: The  Concept Mapping  Recitation Appraisal of students
Organizational goals. process of leading organizational  Role Playing  Reflection paper Employee will have a
 Goal Setting  The students can also change (3rd ed.).. Thousand oaks,  Interview Report Performance and rating
 Performance Appraisal design a performance CA: SAGE.  Mini Seminar in the giving of rewards higher than
 Reward System appraisal tool and  Cummings, T. (2015). class by inviting a 75%.
reward system Organizational development and Resource Speaker
appropriate to a change. Australia: Cengage
particular job. Learning

15 √ √ √ DEVELOPING HR TALENT  The students can  Anderson, D. (2015).  Brief Lecture  Reflection  Openness  100% of
verbally discuss the Organizational development: The  Case Study Writing students
 Coaching and Mentoring importance of process of leading organizational  Role Play  Quiz will have a
 Career Planning and Development Coaching and change (3rd ed.).. Thousand oaks,  Video Viewing rating
Interventions Mentoring CA: SAGE. higher than
 Management and Leadership employees.  Cummings, T. (2015). 75%.
Development Interventions Organizational development and
change. Australia: Cengage
Learning

16 √ √ √ MANAGING WORKFORCE  The students can  Anderson, D. (2015).  Interactive Lecture  Reflection  Fairness in dealing  100% of
NDMU: Syllabus in PHRD 107-Organizational Development 9
 DIVERSITY AND WELLNESS design activities to Organizational development: The  Case study Writing with diverse students
improve the Wellness process of leading organizational  Video Viewing workforce will have a
 Workforce Diversity Interventions of employees. change (3rd ed.).. Thousand oaks,  Interview Reporting rating
 Employee Stress and Wellness CA: SAGE. higher than
Interventions  Cummings, T. (2015). 75%.
Organizational development and
change. Australia: Cengage
Learning

17 √ √ √ STRATEGIC CHANGE  The students can  Anderson, D. (2015).  Brief Lecture  Quiz  Open to Change  100% of
INTERVENTIONS – verbally present the Organizational development: The  Case study  Recitation  Adaptability students
TRANSFORMATIONAL CHANGE characteristics of process of leading organizational  Reporting  Reflective will have a
AND CONTIBUOUS CHANGE transformational change (3rd ed.).. Thousand oaks, Writing rating
change. CA: SAGE. higher than
 Characteristics of Transformational  Cummings, T. (2015). 75%.
Change Organizational development and
 Integrated Strategic Change change. Australia: Cengage
 Organization Design Learning
 Culture Change
 Self Designing Organization
 Learning Organization
 Built-to- Change Organizations

18 √ √ √ TRANS-ORGANIZATIONAL  The students can  Anderson, D. (2015).  Brief Lecture  Reflective  Transparency  100% of
CHANGE, describe what a Organizational development: The  Role Playing Writing students
AND EVALUATING AND Learning process of leading organizational will have a
INSTITUTIONALIZING Organization is. change (3rd ed.).. Thousand oaks, rating
ORGANIZATIONAL CA: SAGE. higher than
DEVELOPMENT  Cummings, T. (2015). 75%.
INTERVENTIONS Organizational development and
change. Australia: Cengage
 Trans-organizational Rationale Learning
 Strategic Alliance Interventions
 Network Interventions
 Evaluating Organizational
Development Interventions
 Institutionalizing Organizational
Changes
FINAL EXAMINATION

IX. REFERENCES

NDMU: Syllabus in PHRD 107-Organizational Development 10

 Books:

Daft, R. (2008). Management. Singapore: Thompson Learning Asia .

French, W. (2005). Organization development and transformation: Managing effective change (6th ed.). Boston: McGraw-Hill.
Meyer, P. (2015). The agility shift: Creating agile and effective leaders, teams and organizations. Brookline, MA: Bibliomotion
Stevenson, A. (2013.) The public sector: Managing the unmanageable. London, PH: Kogan Page Ltd.

Electronic Sources:

Change management. Retrieved December 4, 2016 from http://www.businessballs.com/changemanagement.htm

Diagnosing groups and jobs for organizational development (2014). Retrieved January 25, 2017 from https://www.scribd.com/document/277462568/Diagnosing-Groups-and-Jobs
Getting your organization ready fro employee training and development (2013). Retrieved December 4, 2016 from http://hrcouncil.ca/hr-toolkit/learning-ready.cfm
History of organization development (2014). Retrieved December 4, 2016 from http://www.odnetwork.org/page/HistoryofOrgDev/History-of-Organization-Development.htm
Holistic organizational development: A paradigm for the future. Retrieved January 25, 2017 from http://managementhelp.org/misc/new OD.htm
Knowledge management: Emerging perspective. Retrieved December 3, 2016 from http://www.systems-thinking.org/kmgmt/kmgmt.htm
Management strategy (2014). Retrieved January 11, 2017 from http://www.csuchico.edu/mgmt/strategy/module/sld003.htm
McNamara, C. (n.d.). Organizational development and change. Retrieved January 25, 2017 from http://managementhelp.org/org chng.htm
Mohanta, G. C. (n.d.). Models of planned change. Retrieved December 4, 2016 from http://www.authorstream.com/Presentation/gcmohanta29-2717117-models-theories-planned-change/
Organizational development (2013). Retrieved December 4, 2016 from http://www.zeepedia.com/read.php?od_practitioner_skills_and_activities_consultants_abilities_
marginality_organization_development&b=52&c=12
Organizational elements: The five elements to foster leadership (2014). Retrieved January 15, 2017 from http://armandojusto.blogspot.com/2009/06/leadership-individual-transformation.html
Serrat, O. (2013). Harnessing creativity and innovation in the workplace. Retrieved January 18, 2017 from http://www.adb.org/documents/information/knowledge-solutions/ harnessingcreativity-and-innovation-in-the-
workplace.pdf
Stevens, R. (n.d.). Key elements of organization development (2012). Retrieved December 4, 2016 from https://www.alchemyformanagers.co.uk/topics/5m49P2s7 mvveTKdc.html
What is organizational development (2015). Retrieved December 4, 2016 from http://www.odnetwork.org/page/WhatIsOD
Why is OD important? (2015). Retreived November 22, 2016 from http://www.odnetwork.org.odnc/whayis.htm

Integrated Research Source:

Faldas, R. C. (2018). Performance of medium and large enterprises’ top and middle level managers. A Dissertation. Notre Dame of Dadiangas University, General Santos City

NDMU: Syllabus in PHRD 107-Organizational Development 11