Ottawa

UniversityOrganizational Change Theory and Strategy

HRC 7711 Jenne Meyer Ph.D.

414-426-6823jenne.meyer@ottawa.edu

Instructor BioBA, International Relations – University of Wisconsin, Milwaukee. MBA, Cardinal Stritch University (Milwaukee, WI). Ph.D. Consumer Psychology, Capella University (Minneapolis, MN). Profession: Director Global Strategic Marketing at GE Healthcare. Responsible for all B-to-C and B-to-B marketing, market research and business intelligence, web site communications, communications, and collaboration on design and development of healthcare education for hospital customers around the globe

Ottawa Student E-mailOttawa e-mail is the official account to be used for e-mail communication. It is the responsibility of the student to check his or her e-mail account on a regular basis for the duration of the course. Failure to read one’s e-mail will not be a valid excuse for lacking information communicated via e-mail. In addition, any campus emergencies will be announced via the Ottawa email system. If you are encountering difficulties with your e-mail, please contact the 24/7 helpdesk at 877-717-6998.

Course DescriptionExamines strategic interventions to change organizations, from planning through implementation and assessment and theoretical models for change including organization development and total quality management. ***Prerequisite: BUS 7000

Course Outcomes and Objectives:Upon completion of the course the students will be able to: Apply theories of organizational change and development to practical, real-world situations. Discuss various theories and their applicability to given situations. Assess how macro forces pressure organizations to change. Assess, understand their own tendencies both as a change agent; demonstrate ability to use

this knowledge constructively and positively in their own organizations. Describe the skills, knowledge, strategies and tactics that leaders will need to successfully

manage change and still maintain a competitive edge. Discuss the impact of change on individual members of an organization as well as on the

organization as a whole.

Required BooksIt is expected that students have obtained, and bring with them to the first class session, the textbook(s) for the course. The University reserves the right to withdraw the student from the course if the textbook is not obtained in a timely manner.REQUIRED TEXTS:

Harvard Business School Press (2006). Harvard Business Review on Leading Through Change. Boston, MA: Harvard Business School Publishing. (ISBN: 978-1-4221-0280-0)

Palmer, I., Dunford, R. and Akin, G. (2009). Managing Organizational Change (2nd ed). New York, McGraw-Hill. (ISBN: 0-07-340499-3)

Course RequirementsAttendance : Regular attendance in class is expected. Class attendance is a crucial part of the learning environment. It is when each student is present in the classroom that he or she can contribute to the discussion and share real world experiences that provide the best platform for learning. Being present alone does not guarantee participation. All students are encourages to engage themselves in the discussion. It is the student’s responsibility to contact the instructor on any matters of attendance and to request an excused absence. In order for an absence to be considered Excused, students must (1) call the instructor before missing a class, (2) assume responsibility for all material presented, and (3) turn in all assigned material as scheduled. Additional assignments related to a missed class session may be required by the instructor.

Late Arrival: Arriving late to class may result in consequences that affect the grade for attendance, as might leaving class at break time or before class is dismissed.

Participation: At Ottawa University-Milwaukee (OUMK), classes are kept relatively small so students can actively participate in the interactive learning model that is central to our adult learning philosophy. Students are expected to participate in a meaningful way that demonstrates their ability to think critically and apply concepts from course reading assignments. It is assumed that students will listen respectfully to the instructor and to class members. Students are expected to refrain from engaging in side conversations while the instructor or a classmate is talking. While there will undoubtedly be disagreements about topics of discussion, it is expected that students use critical thinking in expressing opinions, as well as listen to others’ with respect and an eagerness to hear others’ viewpoints. All OU-Wisconsin courses base 15 to 30% of the final grade on attendance/participation. For this course, attendance/participation will comprise ____ % (completed by instructor) of the final grade. It is understandable that a student might miss one class due to such things as job requirements, personal or family illness, emergencies, etc. It is expected that students will do the following regardless of the reason for missing class:

Contact the instructor prior to the absence to discuss what will be missed and what needs to be done to make-up the absence. In the case of an emergency (for example, being in a medical emergency room) the student is expected to contact the instructor within 24 hours or have a family member or friend contact the instructor.

Turn in make-up work as stipulated by the instructor. Attendance/participation points may be earned for one or two absences if the make-up work is satisfactory and turned in by the instructor’s deadline.

After two absences, the student must initiate a conversation with the instructor to determine what is required to complete the course successfully. Failure of the student to initiate this conversation will affect the final grade and may result in withdrawal from the course.

Three absences will result in loss of all attendance/participation points for the term and may result in withdrawal from the course.

Classroom Behavior: Part of Ottawa’s mission is to provide an education that is respectful, safe, and caring for all individuals. It is expected that, as Ottawa community members, students contribute to this kind of learning environment. Students whose behavior is disruptive, or who behave disrespectfully toward other students or toward an instructor, may be instructed to leave class or be withdrawn from the course. Depending on the nature of the behavior, the student may be expelled from the University.

Distractions in the Classroom: Cell phones and pagers, and all other electronic devices are to be silenced during class time. Text messaging will not be allowed during class. Children are not permitted in classes. Make arrangements for childcare as well as a “first responder” in the event of any emergencies regarding family members

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Reading Assignments: There will be one or more reading assignments each week. Students are expected to read the assignments prior to class and to be ready to discuss the material; participation grades will be dependent on students reading the material prior to the course. Also, many assignments review concepts presented in the text. It is expected that students read and consult the text for assignments as not all concepts will be reviewed in class in detail. All students are expected to have obtained the textbook for the first class session.

Writing Assignments: There may be writing assignments due each week. Students are to apply critical thinking in all writing. While content is very important in a writing assignment, students are expected to check the spelling (do not always rely on the spell check on your computer) and to use correct grammar in all assignments. All papers should follow APA Guidelines (ex: Introduction, Body, Conclusion, use headers, references, etc) 75% of the grade will be based on content. 25% of the grade will be based on style and format including such items as clarity of communication, sentence and paragraph construction, punctuation, spelling, and grammar. In order to receive all points for the weekly assignments, be sure to answer ALL of the questions in the assignment, from the syllabus. Outstanding papers should make a strong argument. All written assignments must utilize and site at least three different texts or articles. Assignments missing 3 references will have point reductions. Please see Appendix A for my Grading Criteria and Rubric. Be sure to review academic standards and referencing guidelines from APA. Plagiarism will not be tolerated.

Late Assignments: Assignments will only be accepted up to two days late and will be automatically penalized a 20% grade reduction.

Grading: Your final grade will be based on completion of the following class assignments:

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ASSIGNMENTS DUE POINTS

Article Presentation Participation W2 6

Case Study W2 10

Article Presentation Participation W3 6

Case Study W3 10

Article Presentation Participation W4 6

Case Study W4 11

Article Presentation Participation W5 6

Case Study W5 11

Article Presentation Participation W6 6

Case Study W6 11

Article Presentation Participation W7 6

Case Study W8 11

grading scale based on a 100 point scale.% Grade92%-100% A

82%-91% B 72%-81% C 62%-71% D Below 61% F

Final Grades: All student work must be submitted by the last class session of the term. Instructors must turn in final grades by the University’s deadline. If, due to extenuating circumstances (e.g. childbirth, accident, death of a loved one), you are not able to satisfactorily complete a course within the term, contact the instructor immediately. Your final grade will be based on the work you have submitted by the end of the term. If the instructor agrees that your circumstances merit turning in work after the end of the term, you must submit the work by the agreed-upon deadline. If, upon evaluating your work, the instructor determines that your final grade should be changed, he or she will submit a Change of Final Grade form to the University registrar. If the instructor determines that the work you submitted does not warrant a change of the final grade, the original final grade will stand.

Grading GuidelinesA= Clearly stands out as excellent performance. Has unusually sharp insight into material and initiates thoughtful questions and answers. Sees many sides of an issue. Articulates well and communicates logically and clearly. Integrates ideas previously learned from this and other disciplines; anticipates next steps in progression of ideas. Example: “A” work should be of such a nature that it could be put on reserve for all students to review and emulate. The “A” student is, in fact, an example for others to follow.

B= Grasps subject matter at a level considered to be good to very good. Is an active listener and participant in the class discussion. Speaks and writes well. Accomplishes more than the minimum requirements. Work in and out of class is of high quality. Example: “B” work indicates a high quality of performance and is given in recognition for solid work; a “B” should be considered a high grade.

C= Demonstrates a satisfactory comprehension of the subject matter. Accomplishes only the minimum requirements, and displays little or no initiative. Communicates orally and in writing at an acceptable level for a college student. Has a generally acceptable understanding of all basic concepts. Example: ”C” work represents average work for the students in a program or class. A student receiving a “C” has met the requirements, including deadlines, of the course.

D= Quality and quantity of work in and out of class is below average and barely acceptable.

F= Quality and quantity of work in and out of class is unacceptable

UNIVERSITY POLICIES AND PROCEDURESUniversity Policies and Procedures: Students are to review the Student Handbook for all policies and procedures. Student Handbooks can be found on the Ottawa University website (www.ottawa.edu) under the Wisconsin campus link, in the drop down feature of the Academics “button.”

Academic Dishonesty and Plagiarism: Academic dishonesty includes such actions as cheating on examinations or assignments, turning someone else’s work in as if it were your own, and plagiarism. Plagiarism includes failing to adequately cite sources of information, using someone’s ideas, information, or words as if they were your own, etc.

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Academic dishonesty also includes turning in work submitted for a grade in another course. For example, it would be considered academic dishonesty to turn in a paper that you wrote for English 101 as if you had written it for Philosophy 202. In addition, turning in a paper that you constructed by simply cutting and pasting sections from a paper you wrote previously, is also considered academic dishonesty. Although the consequences of plagiarism and/or academic dishonesty may vary, depending on the nature of the violation, the Ottawa University Student Handbook states, “The penalty for plagiarism or any other form of academic dishonesty will be failure in the course in which the academic dishonesty occurred” (p. 35).

Special Accommodations: If you are a student with a disability that may affect your learning, please contact the campus ADA Coordinator immediately to evaluate your request and implement any special accommodations required. The following is the procedure for requesting accommodation:1. Students must declare their disabilities and request related classroom accommodations by:

(a) completing an Accommodations Request Form, and (b) submitting reasonably recent documentation of a disability.

2. Requests for accommodation, along with documentation, must be received for evaluation at least one to two weeks prior to implementation of accommodations (that is, 1 – 2 weeks prior to the term start).

3. Additional information is available in the “General Policies” section of the Student Handbook at www.ottawa.edu/wi under “Academics.”

Instructional Variance: Course content and schedule may vary from outline to meet the needs of a particular group of students. The instructor will explain the rationale for any variance as it occurs.

Disclaimer: Instructors often use student papers as examples. If you do not wish to have your paper(s) used as an example, or would wish to have your name removed before using your work, please let your instructor know.

Ottawa

UniversityMission Statement

The mission of Ottawa University is to provide the highest quality liberal arts and professional education in a caring, Christ-centered community of grace, which integrates faith, learning and life. The University serves students of

traditional age, adult learners and organizations through undergraduate and graduate programs.

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Course Presentations: course presentations can be found on http://jennemeyer.weebly.com. Please download to your laptop or print out copies prior to class.

Course CalendarInstructor reserves the right to change assignments throughout the class, with at least one week notice.Case Study Assignment

WEEK ONE Topic: Understanding Marketing Management1. Read the syllabus and ask any questions regarding expectations.2. Read Managing Organizational Change

a. Chapter 1: Introduction: Stories of Change

WEEK TWO Topic: Capturing Marketing Insights1. Read Managing Organizational Change

a. Chapter 2. Images of Managing Changeb. Chapter 3. Why Organizations Change

2. Read: Harvard Business Review Case Study – Tipping Point Leadership3. Assignment – Article Presentation – change manager as director, change manager as navigator,

change manager as caretaker, change manager as coach, change manager as interpreter, change manager as nurturer, pressures for change, organizational learning, or forces for change.

4. Assignment – Case Study – Green Mountain Resort, p40a. Which of the six change images discussed in this chapter can be identified in the

assumptions about managing turnover that were held by1) Gunter?2) The hospitality literature?3) The consultant?

b. How did these assumptions influence prescriptions for dealing with “the turnover problem”?c. Choose another change image and apply it to “the turnover problem”. To what new insights

foes it lead?d. What conclusions do you draw from this about the statement at the start of the chapter that “if

we only draw upon one particular frame, then this will take us away from thinking about what is going on from an alternative perspective”?

e. Key learnings: what information was new to you? What surprised youf. How would/could the topic affect you personally or at work

WEEK THREE Topic: Connecting with Customers1. Read Managing Organizational Change

a. Chapter 4. What Changes in Organizations2. Read: Harvard Business Review Case Study – Leading Change: Why Transformation Efforts Fail3. Assignment – Article Presentation – first order and second order changes, transformational

change, implications for change managers, effects of downsizing, effects of technology changes, or effects of mergers and acquisitions.

4. Assignment – Case Study – Chipping away at Intel, p72a. What were the different changes at Intel over the first three years of Barrett’s tenure?

b. Of the environmental pressures for change discussed in this chapter (fashion, mandates, geopolitical, declining markets, hypercompetition, and corporate reputation) which ones were experienced by Intel?

c. Of the internal organizational pressure for change discussed in this chapter that are associated with organizational change (growth, integration and collaboration, reestablishment of organizational identities, new broom, and power and political pressures) which ones were experienced within Intel?

d. Are there other external or internal pressures for change that you can identify?e. What overall conclusions do you draw about why Barrett made the changes he did? Which

issues were dominant? Why?f. What pressures for change might face Barrett in the future? How do you arrive at this

assessment?g. What new pressures for changed faced Barrett in the last half of his tenure?h. How did he respond to these pressures?i. If you were Paul Ortellini, coming in as the new CEP, would you change anything? Why?

WEEK FOUR Topic: Shaping the Market Offerings

1. Read Managing Organizational Changea. Chapter 5. Diagnosis for Changeb. Chapter 6. Resistance to Change

2. Read: Harvard Business Review Case Study – Why Do Employees Resist Change3. Assignment – Article Presentation – the 6 box organizational model, the 7-s framework, the star

model, the conference model, the burke-litwin model, the four-frame model, the PESTEL framework, gap analysis, the strategic inventory, structural dilemmas, the boundaryless organization, discomfort with uncertainty, resistance to change, or managing resistance.

4. Assignment – Case Study – Boeing p153a. Select one or more diagnostic models that you believe provide a framework that succinctly

identifies the key factors at the center of the Boeing situation. Explain your choice of model.b. Complete the model. Explain the Boring situation in terms of your selected model.c. Key learnings: what information was new to you? What surprised you?d. How would/could the topic affect you personally or at work?

WEEK FIVE Topic: Building Strong Brands1. Read Managing Organizational Change

a. Chapter 7. Implementing Change Ib. Chapter 8. Implementing Change II

2. Read: Harvard Business Review Case Study – Change Through Persuasion3. Assignment – Article presentation – organizational development, appreciative inquiry, positive

organizational scholarship, and sense-making approach, implementing change, change management contingency approach, or change management and processual approaches.

4. Assignment – Case Study – Problems at Perrier, p183a. Identify the key elements of the resistance to change described in this situation.b. Construct a change management strategy for dealing with this situation. In doing so, identify

what approaches to managing resistance you recommend and provide a clear justification for your choice.

c. Key learnings: what information was new to you? What surprised you?d. How would/could the topic affect you personally or at work?

WEEK SIX Topic: Delivering and Communicating Value

1. Read Managing Organizational Changea. Chapter 9. Linking Vision and Changeb. Chapter 10. Strategies for Communicating Change

2. Read: Harvard Business Review Case Study – Conquering a Culture of Indecision3. Assignment – Article presentation – creating a vision, how context affects vision, connecting the

vision to organizational change, adaptability of vision over time, presence of competing visions, does vision help or hinder change, strategies for communicating change, and influence of language.

4. Assignment – Case Study – Cheryl Ways and Agilent Technology’s Layoffs, p314a. How would you describe Agilent Technology’s communication process for dealing with

downsizing?b. Which approach – “getting the word out” or “getting buy-in” – best characterizes the

communication process? Why?c. Apply Stace and Dunphy’s contingency approach to the case. What emerges from you

analysis?d. What assessments would you make of the media used by the company?e. What did Agilent “do right”? Why was it able to be still voted one of the “Best Companies to

Work for” even during its tough years?f. What are the limits to an open communication style when faced with ongoing rounds of

downsizing? What else might be done by management to retain staff motivation?g. Key learnings: what information was new to you? What surprised you?h. How would/could the topic affect you personally or at work?

WEEK SEVEN Topic : Communicating Value

1. Read Managing Organizational Changea. Chapter 11. Skills for Communicating Change

2. Read: Harvard Business Review Case Study – Change Without Pain3. Read: Harvard Business Review Case Study – The Hard Side of Change Management4. Assignment – Article presentation – skills for engaging others in the change process, listening as

a communication skill, telling stories, selling change upward, change conversation skills, crisis management, and sustaining change

WEEK EIGHT Topic: Long term Growth and Globalization

1. Read Managing Organizational Changea. Chapter 12. Sustaining Change

2. Read: Harvard Business Review Case Study – Moments of Greatness: Entering the Fundamental State of Leadership

3. Assignment – Case Study – Tyco, p345a. Describe how the turnaround team may have used Gerard and Teurfs’ transformation skills to

overcome the frustrations of employees.b. Tyco used vignettes to communication changes in ethical behavior. Write a vignette that

could be used by Tyco to assist in overcoming the cultural change barriers that companies like Tyco faced. What international issues might need to be taken into account in writing these vignettes?

c. Using Ford and Ford’s four types of change conversations, describe how Tyco would go through the process of communicating change to its staff.

d. Imagine you were the CEO of Tyco when the former CEO was still on trial for fraud. You are trying to rebuild the company’s corporate reputation. What a script for your address to the shareholders after 18 months in the position. Pay attention to the appropriate use of metaphors in your “change conversation” to this group.

e. What issues emerge in this case in terms of communicating change with the outside world?f. What are the limits to an open communication style when faced with ongoing rounds of

downsizing? What else might be done by management to retain staff motivation?g. Key learnings: what information was new to you? What surprised you?h. How would/could the topic affect you personally or at work?

Article Presentations: Find two articles that address the weekly topic. Be prepared to discuss the following:

1. A 1 minute summary of the article2. Key learnings: what information was new to you? What surprised you3. How you can apply the information to your professional life4. Article must be within 5 years

No PowerPoint needed; discussion points awarded. The article can be found from the newspaper, the online library, or from an internet search.

Case Studies: Prepare a double-spaced paper (2 – 3 pages excluding title and reference pages), for each case study. Choose one of the two cases offered on that date. Please follow the APA rules for completing this assignment. Be sure to support your answers with at least 2 references.

GRADING CRITERIA FOR WRITTEN ASSIGNMENTS

75% Content and Development All key elements of the assignments are covered in a substantive way Content is comprehensive, accurate, and/or persuasive Major points are stated clearly; supported by details, examples, or analysis; and organized clearly Where appropriate, the paper supports major points with theory relevant to development of the ideas,

and uses the vocabulary of the theory correctly There is integration of theory and practice whereby the writer is able to link theoretical information to

practical experience Research is adequate and relevant for the topic The context and purpose of the writing is clear

10% Organization, Readability, and Style The structure of the paper is clear and easy to follow The paper’s organization emphasizes the central theme or purpose, and is directed toward the

appropriate audience Sentences are complete, clear, and concise Sentences are well-constructed, with consistently strong, varied structure Sentence transitions are present and maintain the flow of thought Words used are precise and unambiguous The introduction provides sufficient background on the topic and previews major points Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper Ideas flow in a logical sequence The conclusion is logical and flows from the body of the paper The conclusion reviews the major points of the paper The tone of the paper is appropriate to the content and assignment

15% Grammar, Punctuation, Spelling, and Format Rules of grammar, word usage, and punctuation are followed Third person is used unless otherwise specified Spelling is generally correct, and there’s evidence that the paper has been proofread Sentences and paragraphs are constructed in accordance with accepted rules of grammar Colloquial or slang expressions and *buzz* words are not used Writing of numbers is appropriate (“eight” v. “47”) Contractions are constructed and used appropriately Parallel construction, subject/verb agreement, unambiguous and congruent pronouns, and

appropriate use of plurals are evident Title includes: student name, date of submission, name of the course, and faculty name. Pages are numbered starting with the first page of the paper, and including the last name of the

student in page header format One inch margins are utilized throughout the paper 11 or 12 point font on all pages – please use Times New Roman (or Times in some programs) or Arial

only The paper, including citations and reference page, follows APA format The paper is laid out effectively and uses reader-friendly aids (sections, summaries, table of content,

appendices) when appropriate. Assignments that have fewer than eight pages do not require either an abstract or table of contents.

Source material is cited appropriately and included on the reference page References are utilized appropriately and cited within the body of the paper Headings are used as specified in APA Guidelines The paper is neat, with attention given to appropriate format requirements The student’s original work is evident

Important APA Requirements

Ottawa requires that all major papers be written in American Psychological Association (APA) writing

style. While you are not required to master all of the details of APA style writing, there are basic elements that you

are required to use. Hopefully, you have kept The Bedford handbook (Hacker, 2005; 2006) or A Writer’s Reference

(Hacker, 2007) from Proseminar or Seminar I, as you will need it to guide you in writing course papers.

Writing “Voice”

While APA style writing now permits use of first person pronouns (e.g., I, we), some instructors prefer that

papers be written in third person, or research, voice. Ask your instructor which “voice” he or she prefers. If the

instructor prefers third person voice, if you need to refer to yourself, do so as “this writer,” “this author,” this

“investigator,” or “this researcher.”

Double Spacing

Double-space the entire paper. This includes everything from the title page through the reference page. Set

the word processor up for double spacing with no additional points before or after paragraphs. There will be no

need to change this setting, even for the reference page.

Page Numbers and Running Head

Place page numbers in the upper right-hand corner of every page, starting with the title page as page one

(1). The page number is accompanied by the running head, which appears on the same line, at the left margin and

in all capital letters. The running head consists of two or three major words from the title of the paper. For

example, if the title is “Breaking Through the Glass Ceiling,” the running head could be Glass Ceiling.

Title Page

The first page of the paper is the title page. It should consist of at least the following: title of paper, type of

assignment, student name, course number and name, instructor name, and date. See the sample APA paper in The

Bedford handbook or A Writer’s Reference for how to format this page.

Headings

Main headings (e.g., Introduction) should be centered on the page. Capitalize the first letter of each major

word in the heading. Headings are in boldface, but do not underline. Second-level headings should be flush with

the left-hand margin and bold—not italicized. In all likelihood, you will not need a third-level heading. If you do,

indent the heading five spaces, use boldface, use lowercase for all words other than the first word, and end it with a

period(.).

Sections of the Paper

The exact titles of the sections of the paper will vary, depending on the particular course, nature of the

paper, and the individual instructor’s preference. Some of the common titles of sections are: Introduction, Review

of the Literature, Findings (if you are doing original research), Discussion, Conclusion and Implications, and

References (as a separate page). Papers that are less formal may be divided into sections that make sense for the

particular topic of the paper.

Citing Sources of Information

One thing that distinguishes an academic research paper from other papers is the citation of sources used in

the development of the paper. Failure to cite one’s sources is considered plagiarism. According to Aaron (2005),

“Plagiarism is presenting someone else’s words and/or ideas as if they were your own” (p. 459). In other words, if

all of the information in a paragraph is not your own thinking, ideas, opinions, or research, then credit needs to be

given to the source(s) of the information. Make conscious and deliberate attempts to distinguish others’ work and

words from your own. Plagiarism can result in serious consequences—anything from an “F” on the paper, to an

“F” in the course, to expulsion from college. Cite your sources when:

1. You are using someone else’s words, ideas, and/or research. Even when paraphrasing, the source needs to

be cited.

2. Cite the source when writing about a controversial statement or using a unique idea from something you

read. The citation should include the author(s) and year of publication.

3. You are using a direct quotation, in which case you indicate the author(s), year of publication, and the page

number(s). For short quotations, use quotation marks. For longer quotations (over 40 words long), indent

the entire quotation five spaces. Regardless of the length of the quotation, the page number(s) should be

indicated.

4. You are citing specific statistics, dates, or numbers. The page number(s) need to be included.

5. If you find the same information in several sources, it is reasonable to assume that the information is

“common knowledge in the profession.” If this is the case, you probably don’t need to cite the source(s).

The particular mechanics of citing sources are explained in The Bedford handbook or A Writer’s

Reference

Examples of Citing Sources Using APA Style

The following paragraphs give examples of citing sources using APA style. The title of the paper was

“Computer Games and Violence in Children.”

According to Rice and Dolgin (2005), “Computer games first appeared in the 1970s, and since then, their

use has skyrocketed as they have incorporated more complex themes and better graphics” (p. 17). As computer

games have become increasingly available and popular, many parents, psychologists, and educators have raised

concerns about whether the violence portrayed in the video games leads to more aggressive or violent behavior in

children. Buchman and Funk (1996) found that almost half of the games played by children, ages nine to twelve,

involved aggression (p. 24). Another study concluded that a significant percentage of the violence was directed

toward women (Dietz, 1998).

Anderson and Dill (2000) suggested three reasons that playing violent games might be even worse than

watching violence on television or in movies. First, video games “actively reward a player’s aggressive actions. By

killing, the player earns points and moves closer to succeeding at his or her goal” (p. 17). Second, the authors point

out that video games require active participation, which “promotes the development of aggressive scripts and

develops the habit of selecting violent responses” (p. 18). Third, “When playing a violent computer game, the

player takes on the role of the hero, who succeeds by killing ‘the bad guys’ . . . the more a television viewer

identifies with an aggressive hero, the more deleterious the effects of televised violence” (p. 19).

This writer has come to the conclusion that parents should not only monitor the video games their children

play, but should also talk with their children about the likely connection between playing violent games and

potential for increased violent behavior. Parents can also encourage their children to choose non-violent games, as

well as limit the amount of time their children are allowed to play the games.

Constructing an APA-style Reference Page

The last page(s) of a paper is(are) the reference page(s). The main heading for this section is simply

References. The following are some basic requirements for listing references:

1. List only those references that you actually cited within the text of the paper.

2. Alphabetize the entries by the last name of the first author.

3. Use only the initials of the first and middle names of authors (not full names).

4. If the same author has published more than one work, cite the oldest entry first.

5. If the “author” is an organization, use the name of the organization as the author

(e.g., American Red Cross).

6. If there is no author, the title of the work moves to the author position.

7. Indent (use a hanging indent) the second and subsequent lines of each reference.

8. Consult The Bedford handbook or A Writer’s Reference for more details (e.g., what information is

italicized, placement of periods, commas, etc.).

Examples of References

Remember that the exact formatting of each reference depends on what type of literature it is. Books are

referenced differently from journals in print, which are formatted differently from internet-only journals, etc.

Consult the APA style section of The Bedford handbook or A Writer’s Reference for specific directions for

formatting. The following page provides examples of sources that might appear on a reference page. The first,

second, fourth, and fifth references are examples of books. The third is the print version of a professional journal

article. The sixth is an internet-only newsletter. The seventh is an electronic version of an in-print journal.

References

Aaron, J. E. (2005). The little brief brown handbook (2nd ed.). New York, NY: Pearson.

Anderson, B. J., & Dill, P. A. (2000). Mass media and violence in children. New York, NY: Norton.

Buchman, R. R., & Funk, C. (1996). Children’s video games: A content analysis of the ten top-

selling video games. Journal of Personality and Abnormal Psychology, 36, 24-27.

Dietz, M. B. (1998, July). Videogames likely to demean women. Telehealth News, 2(2).

Retrieved from http://www.telehealth.net

Hacker, D. (2007). A writer’s reference (6th ed.). Boston, MA: Bedford/St. Martin’s.

Hacker, D. (2005; 2006). The Bedford handbook (7th ed.). Boston, MA: Bedford/St. Martin’s.

Rice, C. F., & Dolgin, P. S. (2005). Are video games hazardous to your child’s health?

[Electronic version]. Journal of Child and Adolescent Psychology, 5, 17-19.