Organizational Learning, Performance, and Change M.Ed.

Dr. Lynham is an associate professor at Colorado State University and Chair of the Organizational Learning, Performance, and Change (OLPC) Program in the School of Education.

She earned her M.A. degree in Organizational Leadership from the University of St. Catherine, Minnesota. Her M.Ed. and Ph.D. degrees in Human Resource Development are from the University of Minnesota, where she graduated in 2000. Susan has over 20 years practical experience in human resource development (HRD), with a special passion for organization development (OD), and has consulted and presented nationally and internationally in these areas. She has also taught at a number of academic institutions during her career, including the University of Minnesota, Louisiana State University, and Texas A&M University.

Susan focuses her teaching and research expertise in the areas of responsible leadership, scenario planning based leadership development, national human resource development, constructivist inquiry, and theory development in applied disciplines. She is an engaged member of the HRD scholarly community, both locally and abroad. As such she has served as an elected board member of the Academy of Human Resource Development, is the past Editor-in-Chief of the Academy of Human Resource Development journal Advances in Developing Human Resources, and serves on the editorial board of a number of core journals in the field.

A native of South Africa, Dr. Lynham enjoys regular visits to her home country—for purposes of both pleasure and work! The diversity of her background enables her to study and practice her field across a spectrum of national cultures, and contexts of complexity.

Tom is a Professor in organizational studies at Colorado State University, where he serves as chair of the university’s Ph.D. program in Organizational Learning, Performance, and Change (OLPC). Tom teaches courses on scenario planning, human expertise, analysis in organizations, change management, and organization development. With a focus on the theoretical foundations and outcomes of scenario planning, Tom's research has won several awards for excellence based on demonstrating the benefits of scenario planning.

Tom is also the founder and Director of the Scenario Planning Institute, an organization that documents scenario planning activity, tracks research, facilitates seminars, and consults with organizations nationally and internationally.

In addition to his academic activities, Tom maintains his passion for serving industry and public clients as an advisor through Chermack Scenarios, a scenario planning consultancy. Tom facilitates scenario planning projects that yield insights resulting in an enhanced ability to navigate environmental uncertainties.

Connect with Tom for questions about the practice of scenario planning. He can be reached through the following links:

chermack@colostate.edu | (612) 387-1951

linkedin.com/in/thomasjchermack

James Folkestad is a professor and University Distinguished Teaching Scholar (UDTS) at Colorado State University (CSU) and a faculty member within the Organizational Learning, Performance, and Change (OLPC) Program in the School of Education.

He earned his Ph.D. in Educational Human Resource Development (EHRD) from Texas A&M in 1996. He is dedicated to the scientific investigation of how technology can be used to enhance learning, training, and innovative practice. His research has included the use of rapid visualization and prototyping technology to accelerate learning, collaboration, and production in both the manufacturing and construction fields. He is currently working on U-Behavior™ a HI-OD learning and teaching method that applies learning analytics to empower self-directed learners. His work also includes the use of serious games (educational video games) and to impact the strength and persistence of training and learning for the Intelligence Advanced Research Project Activity (IARPA). In addition, he is the Director of the Center for the Analytics for Learning and Teaching (C-ALT) a University Center dedicated to advancing the use of analytics to drive teaching and learning innovation.

James continues to consult with organizations on the use of technology for training and the potential use of electronic data and analytics for increasing the strength and persistence of training effects. He has authored over 40 peer reviewed research articles and his research has appeared in scholarly publications such as Advances in Developing Human Resources, Journal of Science Education and Technology, and Simulation and Gaming.

Howard Lewis is an instructor of Organizational Learning, Performance and Change (OLPC) in the School of Education at Colorado State University.

Zach holds a Ph.D. in Organizational Learning, Performance, and Change from CSU's School of Education and is an organization and leadership development consultant who works with a wide variety of organizations.

His research interests include the lived experience of meaningful work, purposeful leadership, purposeful organizations, purpose in work, positive leadership, positive organizational behavior and development, fulfillment in work, organizational commitment, and organizational culture.

As a student in CSU’s online organizational learning, performance, and change master’s program, you will receive a degree from a regionally accredited, renowned research institution while taking courses at times and locations that fit your busy life. Additionally, you can expect a program that offers:

• An Interdisciplinary Approach: We deliver course content focused on a combination of sociological, systems, psychological, and economic approaches to performance improvement strategies.
• Training to Enact Change: Our faculty teach a systematic approach to examining individual, group, and process segments within organizations, allowing you to produce highly relevant, customizable, and long-term change solutions for organizations.
• Practical Application Experience: Throughout your course of study, you will apply what you are learning to an actual organization, and initiate practical solutions for a real-world environment.
• Expert Instructors: Our faculty, known for both their research and industry expertise, teach to their specialties and share their wealth of experience in the online classroom.
• Faculty-Student Engagement: Our program provides opportunities for frequent and meaningful one-on-one interactions with faculty through a variety of mediums, including: video chat, online discussions, and email.
• A Cohesive Learning Community: Participate with classmates from a wide variety of industries across the globe, and gain a more diverse perspective and extended professional network.

Companies, institutions, nonprofits, schools, political parties, and associations are all examples of organizations. Most have some kind of structure or hierarchy, along with a strategy for achieving an overall mission or set of goals. Organizational development is a specialized field of study concerned with the structure, management, and strategic development of organizations.

Organizational learning focuses on helping individuals, teams, processes, and entire organizations perform better. By gathering qualitative and quantitative information, experts in organizational learning can evaluate the effectiveness of an organization's structures, processes, and goals. After completing an evaluation, these experts can then recommend specific strategies for improving overall performance across multiple groups or departments.

An in-depth understanding of organizational development can be combined with a wide array of prior expertise, including business, healthcare, military, engineering, IT, government, criminal justice, and more. By blending your previous career experience with the advanced knowledge you will gain in an organizational development degree program, you will become more prepared to shape organizational change and make a positive impact.

No, you do not have to write a thesis to complete this program. You will, however, be required to complete a large final project and presentation.

Assignments in this program are problem-focused, practically applied, and theory-to-practice oriented. To make the most of these projects, you should plan to apply learning to real workplace issues and challenges and obtain the expertise required to make significant contributions to improvement efforts in an organization.

This organizational and human resources development program is skills-based and uses action learning, an educational process in which students study their own actions and experiences to improve performance and acquire knowledge through those actions and practice. In action learning projects, students take concepts and tools from the classroom into their organizations with faculty support. As part of these projects, a great deal of reflection and data is used to consider a variety of potential solutions to complex problems involving human expertise, interaction, and performance.

The program of study below outlines how you can complete the degree in two years by taking two courses at a time. The two tracks that make up the core of the program have been designed sequentially, with each course preparing you for the next. Other courses can be taken as available. Summer courses are required to complete the program and are counted in the semesters noted below. You must have 33 credits to graduate.

This program is comprised of two tracks. It is recommended that you complete the courses in each track in sequential order. They are:

• Please note courses above are subject to change in the semester they are offered based on enrollment.
• For Part-time, please adjust the above plan to one class; however, ensure that you are able to take the courses within the two tracks in sequence.
• You can take the capstone course (EDRM 698) in your final semester or in the semester prior to the very last class to complete your degree. Core courses within the tracks should be completed prior to EDRM 698.
• Credits from the graduate certificate highlighted below do not automatically apply to the degree requirements. While EDOD 651 and EDOD 652 can be applied to the degree (see *note* below), EDOD 653 does not apply.

Required Courses:

• EDOD 651 – On-Demand Learning-Improving Performance (3 cr.)
• EDOD 652 – High Impact On-Demand Solutions (3 cr., spring)
• EDOD 653 – Managing Development of On-Demand Solutions (3 cr.)

*Note: EDOD 651 can be taken in lieu of EDOD 692A in the program of study noted above. EDOD 652 can be taken in lieu of EDOD 692B in the program of study noted above. EDOD 651 and 652 are available in the Fall and Spring and can be taken at the same time. However, if they are not taken together, they must be taken in the proper sequence (i.e., EDOD 651/692A, then EDOD 652/692B).

Transfer Credit

A maximum of nine credits in EDOD courses taken at Colorado State University can be applied to this program before admission. A maximum of three credits can be transferred in from other universities if approved by the program coordinator after admission.

Our faculty use student-led group discussions, lectures, readings, research, and writings in their courses. Assignments develop critical thinking skills through projects that are problem-focused, practically applied, and theory-to-practice oriented. To make the most of these projects, you should plan to apply learning to real workplace issues and challenges and obtain the expertise required to make significant contributions to improvement efforts in your organization.

This organizational and human resources development program is skills-based and uses action learning, an educational process in which students study their own actions and experiences to improve performance and acquire knowledge through those actions and practice. In action learning projects, students take concepts and tools from the classroom into their organizations with faculty support. As part of these projects, a great deal of reflection and data is used to consider a variety of potential solutions to complex problems involving human expertise, interaction, and performance.

• A bachelor's degree from a regionally accredited postsecondary institution or a CSU-recognized international institution is required
• Minimum 3.00 GPA
• Applicants whose GPA is lower than 3.00 must demonstrate their potential for academic success by providing additional evidence such as: additional recommendation letters showing strong potential for graduate studies or completion of six credits of graduate level coursework
• Minimum three years professional work experience
• GRE scores are not required

Meeting the minimum requirements does not ensure admission to the OLPC specialization. Admission is based on a number of factors, including prior academic and professional experience, your personal statement, and fit with the program.

Prepare the materials below and upload when you apply online.

• Statement of purpose
  Include in your statement:
• Reasons for seeking this degree specialization
• Your views of learning as an adult
• What you bring to our community of learners
• A summary of your long-term professional, educational, or personal goals and how the program will meet your goals
• Your professional commitment to your field of study
• Your expectations for the program
• The factors that led you to consider CSU and the School of Education
• Resume or vita
• Record of all collegiate work, including institution names, attendance dates, and degrees earned
• Record of all professional employment, including dates of service
• List of special skills or competencies, including certifications and licensures
• List of publications, exhibitions, prizes, awards, or other recognition
• List of service activities, including community or charity
• Two letters of recommendation
  Two recommendation letters are required for all applicants. You will provide information about your recommenders in the online application. CSU will contact them with instructions and a link to a secure form they will submit on your behalf.
  Appropriate references are:
• Previous or current college/university instructors
• Previous or current immediate professional supervisors
• Observers, other than supervisors, who can verify the specific impact of your professional or intellectual expertise

Complete the online graduate application and pay the nonrefundable application processing fee (payable online). As soon as you have completed the required information, please submit your application. Your application will not be reviewed until it is complete and all required materials have been received.

CSU's Graduate School offers several application fee waiver opportunities. Visit their website to determine if you are eligible for a waiver.

• Choose: "Education and Human Resource Studies / Organizational Learning, Performance, and Change (M.Ed.) - Distance" for the program of study

Request one official transcript of all collegiate work completed from all institutions attended. Transcripts from Colorado State University are not required. Transcripts must be received directly from the originating institution to be considered official.

Please Note: Students may be unconditionally admitted and registered in their first semester of courses with an unofficial transcript. Official transcripts must be submitted, prior to or during your first semester, before you can register for your second semester of graduate work. Failure to meet this condition will result in your dismissal from the Graduate School.

Electronic (preferred):
Digital Transcripts must be submitted by the originating institution using a secure service such as parchment, eScrip-Safe, the National Student Clearinghouse, or e-Quals. Transcripts received via emails are considered unofficial.

Use institution code 4075 for Colorado State University or gradadmissions@colostate.edu if the secure service requires an email address.

Mail (if necessary)
Graduate Admissions
Colorado State University – Office of Admissions
1062 Campus Delivery
Fort Collins, CO 80523-1062

View your application status at any time to ensure your application checklist is complete or to check on updates.

Selection Timeline
Applications are reviewed monthly on a rolling basis. Faculty review of applications takes approximately 4-6 weeks.

Proof of English language proficiency is required for applicants from countries or United States territories where there are official languages other than (or in addition to) English. This includes the U.S. territories of American Samoa, Guam, the Northern Mariana Islands, and Puerto Rico.

Learn more about English language proficiency requirements.