MSLOC :: Profile

Profile

Kimberly Scott, PhD.

Assistant Professor, Master's Program in Learning and Organizational Change, MSLOC
Director, Master's Program Learning & Organizational Change, MSLOC

Annenberg Hall
Room 137
2120 Campus Drive
Evanston, IL 60208-0001
Phone: (847) 467-3102

Biography

Kimberly Scott is Assistant Professor within the School of Education and Social Policy, and Director of the MS LOC Program. She has worked with a variety of Fortune 500 companies for over ten years in consulting and management as an organization effectiveness expert. She worked for Hewitt Associates as a consultant and project leader for its “Best Companies to Work For” studies in the United States, Brazil, Canada, Australia and other regions around the world. She then joined the Wrigley Company to create and lead its organizational development function and help transform the organization to achieve its new strategic objectives for growth and innovation. Kimberly serves on the Board of Directors for Winning Workplaces, a national not-for-profit that helps small and midsize enterprises create great workplaces.

Awards/Honors

2001 - Willliam A. Owens Scholarly Achievement Award, Best Org. Behavior article in IO Psychology

1998 - Academy of Management Organizational Behavior Division’s Award for Best Paper

Research/Scholarship
Education

Year Degree Institution

1995 PhD, Business Administration, Organizational Behavior The Ohio State University

1994 MA, Business Administration The Ohio State University

1991 BA, Psychology University of Cincinnati

Selected Publications

Fulmer, I. S., Gerhart, B. G., & Scott, K. S. (2003). “Are the 100 Best Better? An empirical investigation of the relationship between being a ‘great place to work’ and firm performance.” . Personnel Psychology.

Thoms, P., Dose, J., and Scott, K. (2002). The relationship between perceptions of accountability, trust in management, and job satisfaction.. Human Resource Development Quarterly.

Thoms, P., Wolper, P., Scott, K., and Jones, D. (2001). The relationship between immediate turnover and employee theft in the restaurant industry.. Journal of Business and Psychology..

Greenberg, J. G., Lind, A., Scott, K. S., & Welchans. T (2000). The winding road from employee to complainant: Situational and Psychological Determinants of Wrongful Termination Claims.. Administrative Science Quarterly..

Gubman, E. L., & Scott, K. S. (1999). The talent solution for growth.. ACA Journal.

Scott, K. S., Moore, K. S., & Miceli, M. P. (1997). An exploration of the meaning and consequences of workaholism.. Human Relations Journal..

Thoms, P., Moore, K.S., and Scott, K.S. (1996). The relationship between the Big Five personality dimensions and self-managed work group efficacy.. Journal of Organizational Behavior..

Greenberg, J. G., & Scott, K. S. (1996). Why do workers bite the hands that feed them? Employee theft as a social exchange process. in B. M. Staw & L. L. Cummings, Research in Organizational Behavior .

Research Interests

Organizational effectiveness and change; dysfunctional organizational behaviors; job satisfaction, commitment, and performance; organizational learning.

Teaching/Advising
Courses

MSLOC 420 Accelerating Learning & Performance The L&P curriculum focuses on the levers of Human Performance at the organizational, team and individual levels and learning as a key lever for enhancing performance. In Accelerating Learning & Performance, we focus on defining the Performance levers that operate at the individual level of analysis (e.g., skills, motivation); models that can be used to diagnose performance gaps/improvement opportunities; and techniques that can be used to design solutions that will enhance the effectiveness of individuals within organizations.

The course content includes concepts, theories and methods involved in cognitive science, psychology, education, and organizational behavior. Student contributions to discussions on the required readings and sharing of personal experiences are vital to achieve understanding and comprehension of the concepts presented in the course.

MSLOC 421 Advancing Learning & Performance Solutions This course will introduce students to a variety of traditional and innovative methods and practices designed to increase individual, group and organizational performance. The functioning of teams and effects of group dynamics on organization performance and learning will be examined. Students will apply their knowledge of learning and performance (L&P) during simulations and case studies to advance their skills in implementing solutions, evaluating those solutions, and adapting and redesigning solutions to improve effectiveness. Learning will be framed not only as a specific role or function commonly associated with training but also as an implicit process within the structure and culture of competitive global organizations. This course will help students select and use tools to make the learning process more strategic, systematic and applicable in a wide range of situations.

MSLOC 461-3 Capstone Project III The Capstone Project is designed for three consecutive quarters near the end of each degree student’s program. Although the Capstone project is more application oriented than a traditional Master’s thesis, MSLOC students should regard this as their culminating take-away from the program. The Capstone provides an opportunity for each student, individually, to complete a research project or design and implement an intervention that translates to an expertise in a specialty area selected by the student. The project may concentrate on one of the three disciplines of learning & performance, knowledge management or strategic change.

During the second and third term, students meet with their Capstone Advisors and in small seminar groups. In addition to the final product (e.g., research paper, organizational intervention, designed tool or system), students share their work with their advisors, faculty members and fellow students through an executive summary paper. Some students also may be invited to present their work to the community. These executive summaries and presentations demonstrate how students’ learning in the program was integrated into their final products.

MSLOC 499 Independent Study

MSLOC 410-1 Foundations I This course will introduce students to foundational concepts and frameworks that can be used to anchor and integrate their learning throughout the MSLOC program. The course will cover methods and tools applied in multiple organizational settings to solve problems and increase individual, group and organizational effectiveness. Through class meetings and an action learning project that extends through three quarters, students will begin to apply organizational theory to the practice of organizational transformation.

This course counts as one half credit. Taken before Foundations II, the two courses together count as one credit.

MSLOC 461-2 Capstone Project II The Capstone Project is designed for three consecutive quarters near the end of each degree student’s program. Although the Capstone project is more application oriented than a traditional Master’s thesis, MSLOC students should regard this as their culminating take-away from the program. The Capstone provides an opportunity for each student, individually, to complete a research project or design and implement an intervention that translates to an expertise in a specialty area selected by the student. The project may concentrate on one of the three disciplines of learning & performance, knowledge management or strategic change. During the second and third term, students meet with their Capstone Advisors and in small seminar groups. In addition to the final product (e.g., research paper, organizational intervention, designed tool or system), students share their work with their advisors, faculty members and fellow students through an executive summary paper. Some students also may be invited to present their work to the community. These executive summaries and presentations demonstrate how students’ learning in the program was integrated into their final products.

MSLOC 410-2 Foundations II Foundations II is a continuation of the action learning project that was started in the Fall Foundations I course. Students will continue to meet with their project team members and action learning coach throughout the Winter and Spring quarters, resulting in the implementation of the initiative that the team chose to design. In addition to designing and implementing a solution to a real organizational challenge, applying the concepts and methods introduced through their MSLOC courses, students will practice reflection, critical thinking, project management, and leadership skills to achieve the professional development goals they selected for their individual learning plans.

This course counts for one half credit. Taken after Foundations I, the two of them together count for one full credit.

MSLOC 490 Research Apprenticeship

MSLOC 455 MSLOC Elective - Social Network Analysis in Learning & Organizational Change The objective of this course is to prepare you to apply social network analysis (SNA) methods and tools to your work as a learning and organizational change practitioner and leader. You will learn the basic concepts, methods and tools necessary to plan and conduct a "real-world" SNA project designed to improve organizational effectiveness. You also will connect SNA to concepts, problems and opportunities introduced across the MSLOC curriculum, including learning and performance, knowledge management and strategic change.

During this course you will develop as a network-savvy leader, learning how to drive the management innovation needed to create organizations that naturally support informal networks. Finally, you will learn how to apply SNA to advance personal and professional development for yourself and other leaders. SNA will be framed in this course as a management innovation, not just a tool or application. You will be challenged to rethink the basic tasks of management and leadership in light of structural and human networks.

Professional
Employment History

Hewitt Associates
Organizational Effectiveness and Human Resources Consultant Communications Consultant

Wm. WRIGLEY Jr. Company
Manager, Organizational Development

Last Updated: 2008-11-19 11:43:37

Year	Degree	Institution
1995	PhD, Business Administration, Organizational Behavior	The Ohio State University
1994	MA, Business Administration	The Ohio State University
1991	BA, Psychology	University of Cincinnati



MSLOC 420		Accelerating Learning & Performance The L&P curriculum focuses on the levers of Human Performance at the organizational, team and individual levels and learning as a key lever for enhancing performance. In Accelerating Learning & Performance, we focus on defining the Performance levers that operate at the individual level of analysis (e.g., skills, motivation); models that can be used to diagnose performance gaps/improvement opportunities; and techniques that can be used to design solutions that will enhance the effectiveness of individuals within organizations. The course content includes concepts, theories and methods involved in cognitive science, psychology, education, and organizational behavior. Student contributions to discussions on the required readings and sharing of personal experiences are vital to achieve understanding and comprehension of the concepts presented in the course.

MSLOC 421		Advancing Learning & Performance Solutions This course will introduce students to a variety of traditional and innovative methods and practices designed to increase individual, group and organizational performance. The functioning of teams and effects of group dynamics on organization performance and learning will be examined. Students will apply their knowledge of learning and performance (L&P) during simulations and case studies to advance their skills in implementing solutions, evaluating those solutions, and adapting and redesigning solutions to improve effectiveness. Learning will be framed not only as a specific role or function commonly associated with training but also as an implicit process within the structure and culture of competitive global organizations. This course will help students select and use tools to make the learning process more strategic, systematic and applicable in a wide range of situations.

MSLOC 461-3		Capstone Project III The Capstone Project is designed for three consecutive quarters near the end of each degree student’s program. Although the Capstone project is more application oriented than a traditional Master’s thesis, MSLOC students should regard this as their culminating take-away from the program. The Capstone provides an opportunity for each student, individually, to complete a research project or design and implement an intervention that translates to an expertise in a specialty area selected by the student. The project may concentrate on one of the three disciplines of learning & performance, knowledge management or strategic change. During the second and third term, students meet with their Capstone Advisors and in small seminar groups. In addition to the final product (e.g., research paper, organizational intervention, designed tool or system), students share their work with their advisors, faculty members and fellow students through an executive summary paper. Some students also may be invited to present their work to the community. These executive summaries and presentations demonstrate how students’ learning in the program was integrated into their final products.

MSLOC 499		Independent Study

MSLOC 410-1		Foundations I This course will introduce students to foundational concepts and frameworks that can be used to anchor and integrate their learning throughout the MSLOC program. The course will cover methods and tools applied in multiple organizational settings to solve problems and increase individual, group and organizational effectiveness. Through class meetings and an action learning project that extends through three quarters, students will begin to apply organizational theory to the practice of organizational transformation. This course counts as one half credit. Taken before Foundations II, the two courses together count as one credit.

MSLOC 461-2		Capstone Project II The Capstone Project is designed for three consecutive quarters near the end of each degree student’s program. Although the Capstone project is more application oriented than a traditional Master’s thesis, MSLOC students should regard this as their culminating take-away from the program. The Capstone provides an opportunity for each student, individually, to complete a research project or design and implement an intervention that translates to an expertise in a specialty area selected by the student. The project may concentrate on one of the three disciplines of learning & performance, knowledge management or strategic change. During the second and third term, students meet with their Capstone Advisors and in small seminar groups. In addition to the final product (e.g., research paper, organizational intervention, designed tool or system), students share their work with their advisors, faculty members and fellow students through an executive summary paper. Some students also may be invited to present their work to the community. These executive summaries and presentations demonstrate how students’ learning in the program was integrated into their final products.

MSLOC 410-2		Foundations II Foundations II is a continuation of the action learning project that was started in the Fall Foundations I course. Students will continue to meet with their project team members and action learning coach throughout the Winter and Spring quarters, resulting in the implementation of the initiative that the team chose to design. In addition to designing and implementing a solution to a real organizational challenge, applying the concepts and methods introduced through their MSLOC courses, students will practice reflection, critical thinking, project management, and leadership skills to achieve the professional development goals they selected for their individual learning plans. This course counts for one half credit. Taken after Foundations I, the two of them together count for one full credit.

MSLOC 490		Research Apprenticeship

MSLOC 455		MSLOC Elective - Social Network Analysis in Learning & Organizational Change The objective of this course is to prepare you to apply social network analysis (SNA) methods and tools to your work as a learning and organizational change practitioner and leader. You will learn the basic concepts, methods and tools necessary to plan and conduct a "real-world" SNA project designed to improve organizational effectiveness. You also will connect SNA to concepts, problems and opportunities introduced across the MSLOC curriculum, including learning and performance, knowledge management and strategic change. During this course you will develop as a network-savvy leader, learning how to drive the management innovation needed to create organizations that naturally support informal networks. Finally, you will learn how to apply SNA to advance personal and professional development for yourself and other leaders. SNA will be framed in this course as a management innovation, not just a tool or application. You will be challenged to rethink the basic tasks of management and leadership in light of structural and human networks.

		Hewitt Associates Organizational Effectiveness and Human Resources Consultant Communications Consultant
		Wm. WRIGLEY Jr. Company Manager, Organizational Development