Syllabus
Virtual Campus – School of Education
1.
Mission: Wayland Baptist University exists to educate students in an academically challenging and
distinctively Christian environment for professional success and service to God and humankind.
2. Course: EDUC 5387 – {VC01} –Change Process
3. TERM AND DATES: Spring – (February 23, 2015 - May 16, 2015).
4. INSTRUCTOR’S NAME:
Dr. Nick O. Ejimabo, Associate Professor of Business and Education
5. OFFICE ADDRESS: Wayland Baptist University- Fairbanks Campus
2623 Wabash Avenue, Suite 109
Eielson, AFB, AK 99702-1715
Phone:
(907) 377-4398
Cell:
(512)-589-9532
Email Address:
ejimabon@wbu.edu or nick.ejimabo@wayland.wbu.edu
6. Office Hours, Building and Location: Monday & Thursday1pm – 6pm and (Friday – Saturday Online 9am –
9pm).
7. Class Meeting: This is an internet based class and does not have designated meeting times. Assignments
are presented in weekly sessions and are due as noted on the course Calendar, and syllabus. Access to class
materials is provided via Blackboard using Student login and password.
8. Catalog Description: Change process implementation focuses at the individual level as well as the organizational level.
To accomplish change an imperative exists for leadership change and obtaining different perspectives for change.
The Change process as a distinct course – allows students to gain personal, professional leadership, and managerial skills,
as well as the ability to understand communication and change agents, organizational development- stages of concern and
change implementation in the organizational activities and framework. This course focused on providing participants with
a working knowledge of change management and processes in organizational effectiveness.
Note: This course is designed for education majors within school systems; however, concepts apply to most organizations.
During the first week of class, please share with the class and the instructor your professional career focus. If any
adjustments to the assignments are needed because of your career application it is your responsibility to talk with the
instructor at the beginning of the term.
The challenges in today’s schools/organization are increasingly frequent, complex, and intense; school leaders are regularly required
to take immediate and definitive action regarding multifaceted issues. This course deals with an effort to enhance the skills of both
school and organizational leaders to effective educational outcomes and change management processes in their organizational
systemic networks.
9. Prerequisites: None
10. Required Textbooks and Resources:
1
BOOK
AUTHOR
ED
YEAR
Implementing Change: Patterns,
Principles and Potholes
Hall, Gene and 4th 2011
Hord, Shirley
M
PUBLISHER
ISBN
REVIEW
Upper Saddle ISBNRiver, New 9780133351927
Jersey
Spring
2014
McGraw-Hill 9780073102740
Spring
2014
AND
Managing Change, Cases and
Concepts
Jick, T. A.
2010
A. Access to WBU Learning Resources www.wbu.edu/lrc
B. Internet and Library •
C. Cawsey, Tupper, Deszca, Gene, & Ingols, Cynthia. (2012) Organizational Change: An Action-Oriented Toolkit, Sage
Publishing, Los Angeles, California.
D. Deal, T.E. & Peterson, K.D. Shaping School Culture: The Heart of Leadership" ISBN
0-7879-6243-0 Jossey-Bass publications
E. Hord, S. "Learning Together -Leading Together' ISBN 0807744123 Southwest Dev. Labs – Austin publishers
12. Course Outcome Competencies: Upon completion of this course the student should be able to:
First Outcome
Students are expected to design, conduct, and report on a “Change Project” they create. Students do not have to implement the change, but they
do have to carefully plan and conduct steps in the recommended change process recommended by researchers.
Second Outcome
Students are expected to become familiar with the Concerns Based Adoption Model (CBAM) by Hall and Hord. The CBAM strategy is to
be used in planning your change project
Third Outcome
Students are expected to become familiar with reform movements, historical leadership perspectives, and notable leaders in management
and leadership approaches.
Fourth Outcome
Students will be able to examine the ways in which change processes are experienced by those "on the ground" while adding new
features, new material, the most current research, and research-verified construct about change that captures the complexity of
implementing change and the diversity of reactions to it.
Fifth outcome
Students will be able to provide educational and organizational leaders and change agents with practical tools and advice on how to
effectively accomplish their goals. Among them are: innovation configuration mapping techniques, stages of concern surveys and
evaluative tools, and levels of use matrices, as well as information on leadership styles and how they affect change.
14. ATTENDANCE POLICY:
1. Campus Attendance Policy: Students enrolled at Wayland Baptist University should make every effort to attend all class
meetings. The University expects students to make class attendance a priority. All absences must be explained to the instructor
who will decide whether omitted work may be made up. When a student reaches a number of absences considered by the
instructor to be excessive, the instructor will so advise the student and file an Unsatisfactory Progress Report in the office of the
dean. Any student who misses twenty-five (25%) or more of the regularly scheduled class meetings will receive a grade of F for
that course. Student grade appeals should be addressed, in writing, to the campus dean.
2.
Instructor’s Additional Policies: Additional attendance policies for each course, as defined by the instructor in the course syllabus,
are part of Wayland’s attendance policy. Attendance for this virtual course will be documented by the student’s online
participation in class and submission of online assignments, thus attendance will be determined by the student’s online
participation in course activity—not the last log in.
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ACADEMIC HONESTY: University students are expected to conduct themselves according to the highest standard of academic
honesty. Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as illicit possession of
examinations or examination materials, forgery, or plagiarism. Disciplinary action for academic misconduct is the responsibility of the
faculty members assigned to the course. The faculty member is charged with assessing the gravity of any case of academic
dishonesty, and with giving sanctions to any student involved. Penalties may be applied to individual cases of academic dishonesty;
see catalog for more information about academic dishonesty.
Plagiarism - The attempt to represent the work of another, as it may relate to written or oral works, computer-based work, mode of
creative expression (i.e. music, media or the visual arts), as the product of one's own thought, whether the other's work is published or
unpublished, or simply the work of a fellow student. When a student submits oral or written work for credit that includes the words,
ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references,
and, if verbatim statements are included, through use of quotation marks as well. By placing one’s name on work submitted for credit,
the student certifies the originality of all work not otherwise identified by appropriate acknowledgements. A student will avoid being
charged with plagiarism if there is an acknowledgement of indebtedness.” - Source:
http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag
15. Disability Statement: “In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland
Baptist University that no otherwise qualified person with a disability be excluded from participation in, be denied the benefits
of, or be subject to discrimination under any educational program or activity in the university. The Coordinator of Counseling
Services serves as the coordinator of students with a disability and should be contacted concerning accommodation requests at
(806) 291-3765. Documentation of a disability must accompany any request for accommodations.”
Note: It is University policy that no otherwise qualified person with disabilities be excluded from participation in, be denied the
benefits of, or be subject to discrimination under any educational program or activity in the University. It is the responsibility of the
student to disclose and to provide documentation pertaining to the disability so that appropriate modifications may be made.
16. COURSE REQUIREMENTS AND GRADING CRITERIA: Appropriate online standard interactions will be expected at all
times. We must show respect for one another in all circumstances. I will show respect for you by not belittling or ignoring you. You
will show respect for me by giving attention to assignments. We will show respect for one another by exhibiting patience and courtesy
in our exchanges. Courtesy and kindness is the norm for those who participate in my classes.
Additionally, because it is so important for teachers to effectively communicate ideas to colleagues, parents, and
administrators, writing clear and error-free English is a priority at Wayland School of Business. Therefore, your ability to
express your knowledge of Change management concepts and theories within the conventions of academic discourse will
be assessed through blackboard discussions and written assignments. Criteria for evaluation will be based on both content
and mechanics. Integration of information from lectures, readings, and discussions will be taken into consideration as
well as correct and appropriate format and construction.
1.
Blackboard Discussions: The student will read all assigned materials, participate in class activities, and complete assignments at
the appropriate time; due dates are important. Weekly online discussion board interactions will allow dialogue among class
members and provide opportunities for discussion among those persons who may exhibit a different perspective from your own.
You are required to consider these perspectives and respond in an appropriate professional manner. Students will post an answer
to the question or statement and respond to three (3) others. Postings and responses must be completed at the appointed time
to ensure interaction with other students and will not be accepted late.
2.
The student will complete a three page reflection paper assignment designed for demonstrating understanding of the primary
concepts introduced in the course.
a.
The student will read one peer reviewed journal article that are recent. The articles should have a publication of
2009 or newer. The student will prepare a three-page summary of the article and include how the article applies to
the course subject matter and your audience.
3. Individual Change Project Presentation:
Each Student will complete one change project presentation for this class.
Plan to present your change project by_______________. You can use PowerPoint or Prezi for your
presentation. Provide the class and instructor with your presentation under Doc-sharing and make sure to
allow the “entire class to view” your PowerPoint presentation and YouTube video. Please include the
following required slides in your presentation:
3
1. Introduction – Overview of the problem or innovation to be implemented by the client
organization.
2. Data Collection Summary – Briefly describe how you gathered information for your project. including a
data collection timeline and a brief description of the research methods you used (interviews, CBAM
questionnaire, your own Likert scale questions, one-legged interviews, observations, other artifacts)
3. Conclusions- What did you find?
4. Recommendations – Include a brief summary of the recommendations you made to your client (plan to
make) for how to implement the prospective change or innovation. Be sure to tie your recommendation to
the data you collected and analyzed.
The PowerPoint should not be more than 15 slides. Keep it simple and to the point.
4. Individual Change Project Paper:
Each Student will complete one change project paper for this class. The paper should be a minimum of 16 pages of content, excluding
coversheet, abstract and references, and should utilize at least 15 references, 10 of them scholarly. Papers must utilize APA format.
Topics for papers must also be pre-approved by the professor. To avoid a 10-point deduction from your final grade in the course,
completed paper must be available by the ninth class meeting to submit online to Safe Assignment.
The change project must include the following components:
I Introduction
1. Statement of the Problem: Overview of the problem or innovation to be implemented by the client
organization. Provide a detailed description of the setting, staff, and innovation or change desired by the client
(client could be the school, principal, organization, management, parents etc.).
2. Review of Related Literature: The central focus is to examine and evaluate what has been said before on
your topic, and establish the relevance of this information to your own research. The minimum number of
references is 15.
3. Research Questions/Hypotheses: Research questions are the questions you set out to answer when
implementing your Change Plan’s changes while hypotheses are tentative statements predicting the relationships
between variables. You are to choose one of those for this sub-section of your Change Plan.
II/ Method
1. Participants: Describe the participants adequately. Detail the participants’ major demographic characteristics,
such as sex, ethic and/or racial group, level of education, socio-economic status, etc. As a rule, describe the
groups as specifically as possible, with particular emphasis on characteristics that may have bearing on the
interpretation of results.
2. Data collection: Describe your data collection strategy and methodology. Describe how you gather
information for your project. Include your data collection timeline and a description of the research methods
you used (interviews, CBAM questionnaire, your own Likert scale questions, “one-legged- interviews”,
observations, other artifacts). Include the questionnaire you used and who you gave it to as well as the list of
interview questions you used.
3. Data analysis: Describe how the collected data are analyzed and report the results of those analyses. The
report should be an accurate, unbiased, complete, and insightful analytic treatment of data.
III Discussion
1. Conclusion: Summarize your findings from the data you gathered and describe how they can be applied
for the change or innovation.
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2. Recommendations: Include your recommendations to your client (plan to make) for how to implement the
prospective change or innovation. Be sure to tie your recommendations to the data you collected and analyzed.
METHODS OF INSTRUCTION: The delivery system for the course will consist of Internet supported instruction
utilizing Blackboard interactions. In an effort to accommodate the needs of students, instructional methods may include,
but will not be limited to, the following: lectures, presentations, demonstrations, practice, and observations. Independent
study and reading are essential elements of this course. Weekly submission of assignments is required during the course
unless specific arrangements are made with the instructor.
MEANS FOR ASSESSING STUDENT ACHIEVEMENT:
1. Blackboard Discussion
2. Attendance & Participations
3. Individual Project Presentation
4. Individual project paper
5. Reflection/journal three page paper
COURSE GRADING CRITERIA: All assignments are due as noted on course calendar. All assigned work
must be word-processed. Assignments not completed on time will reflect a lowered grade of 10% deduction per
day minimum. Late work will not be accepted after 3 calendar days; late work for discussion board
entries will not be accepted at all.
EVALUATION: UNIVERSITY GRADING SYSTEM:
Grading Rubric
Assignment
Possible
1. Blackboard Discussion
2. Attendance & Participations
3. Individual Project Presentation
4. Individual project paper
5. Reflection/journal three page paper
200
100
200
300
200
1000
TOTAL
A
90-100
B
80-89
C
70-70
D
60-69
F
below 60
Withdrew Passing
Cr
NCR
I
W
Credit
No Credit
Incomplete*
Withdrawal
WP
WF
Withdrew Failing
X
No
IP
In
grade given
Earned
A grade of “CR” indicates that credit in semester hours was granted
but no grade or grade points were recorded.
*A grade of incomplete is changed if the work required is
completed prior to the date indicated in the official University
calendar of the next long term, unless the instructor designates an
earlier date for completion. If the work is not completed by the
appropriate date, the I is converted to the grade of F. An
incomplete notation cannot remain on the student’s permanent
record and must be replaced by the qualitative grade (A-F) by the
date specified in the official University calendar of the next regular
term.
Progress
17. Tentative Schedule: (Calendar, Topics, Assignments):
This course outline serves merely as the anticipated roadmap I hope to use during this 11 weeks program.
However, due to circumstances and the dynamic nature of this course, there may be some changes in the
schedule. During such situations, you will be advised and changes will be discussed and noted accordingly. The
dates and weeks listed below are the dates by which the course materials are expected to have been read. The
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due dates for all assignments should be considered and taken seriously as no late assignment/paper will be
accepted.
Course Calendar
EDUC 5387 – {VC01} –Change Process = Workforce Development and Activities
Date
Preparation Materials and Topics
Reading
Assignments
1
Feb. 23Mar. 1st
Introductions / Course Overview / Lecture
Principles of Change
Syllabus & Course
Objectives
Discussion Board 1 (DB1)
“Getting to Know You”
2
Mar. 1- 7
Implementing Change: Patterns, Principles and
Lessons Learned
Hall Textbook
Ch. 1
Jick Text Module 1.
Hall Textbook
Ch.2
Jick Text Module 2.
DB 2
Part II Tools and Techniques for Understanding
Implementation at the Individual Level
Hall. Ch. 3-4
DB 4;
Implementing Change.
The Recipients of Change
Discussion on Individual change project
paper
Exploring the Use of Innovations: Levels of Use
Defining leaders and the Differences They make:
Change Facilitator Style
Describing What Change Facilitators Do:
Interventions
The construction of Understanding: Intervention
Mushrooms.
Systems Thinking: Interconnections of Parts That
Make a Whole and Diffusions
Organizational Development
Jick Text Module 3-4
Journal Article selection for
reflection paper
DB 5.
Submission of topic and overview
of the change project
Hall Ch. 5-7
DB 6 ;
Hall Ch. 8-10
DB 7
Three page Journal Article
Reflection paper Due
Hall Ch. 11
Jick Text Module 5
DB 8
Assignment 3 Due
Hall Ch. 12
DB 9;
Forces for Change
3
Mar.8-14
Developing Professional Learning Communities:
A Powerful Context for Change –
Changing the Game: From Vision to
Adaptation
DB 3
Assignment 1 Due
**Mar. 16 - 20 Spring Break**
4
Mar. 21 –27
5
Mar. 28Apr. 4
6
Apr. 5- 12
7
Apr. 12 –18
8
Apr. 19 - 25
Leading Change: The Personal Side
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Apr. 26May 2
Implementing Change: Assessing and
Facilitating the Process from Individuals to
Whole Systems
Jick Text Module 6
Continuous Change
10
May 4-10
Study Reviews, course summary and
evaluation
Final Review and
evaluation
DB 10. Individual Change
project &
Power Point Presentation
due
Individual term project due
Individual Change project paper due
11 May 10-16
Note: Professor reserves the right to alter this schedule as needed.
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19. Format of Course deliverables
All course assignment must be submitted in the class. All course deliverables must be constructed in Times
New Roman, 12pt font, double spaced, and submitted in Microsoft Word format. The use of APA format
prescribed in the Publication Manual of the American Psychological Association 6th Edition is encouraged.
Other Sources/References
Research Resources:
Educators' Guide To School Wide Reform: http://www.aasa.org/Reform/index.htm
American Association of Colleges for Teacher Education http: www.aacte.org American
Association of School Administrators http://www.aasa.org/ln/CurrentEvnts/currentevnts.htm
Chronicle of Higher Education http://chronicle.com/
Association for the Study of Higher Education
http://www.ashe.missouri.edu/
National Association for Secondary Principals http://www.nassp.org/
Development of Management Thought
http://choo.fis.utoronto.ca/FIS/Courses/LIS1230/LIS1230sharma/history6.htm
Classical Management Styles of Leadership
http://www.infed.org/leadership/traditional_leadership.htm
Fredrick Taylor and Scientific Management http://www.netmba.com/mgmt/scientific/
http://www.fordham.edu/halsall/mod/1911taylor.html
Max Weber http://cepa.newschool.edu/het/profiles/weber.htm
http://www.criticism.com/md/weber1.html
Henry Ford http://www.hfmgv.org/exhibits/hf/
http://www.time.com/time/time100/builder/profile/ford.html
http://us.history.wisc.edu/hist102/bios/24.html
http://www.spartacus.schoolnet.co.uk/USAford.htm
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Henry Taylor http://cortlandreview.com/issue/six/taylor6.htm
Maslow Hierarchy of Needs
http://web.utk.edu/~gwynne/maslow.HTM
Human Relations Movement
http://faculty.ncwc.edu/toconnor/417/417lect05.htm Elton
Chris Argyris; http://www.accel-team.com/human_relations/hrels_06ii_argyris.html
Rensis Likert; http://www.accel-team.com/human_relations/hrels_04_likert.html
Frederick Herzberg http://www.accel-team.com/human_relations/hrels_04_likert.html
Quality Program www.quality.nist.gov
TQM – Edward Demming; http://www.bettermanagement.com
http://www.accel-team.com/human_relations/hrels_06ii_argyris.html
Rensis Likert; http://www.accel-team.com/human_relations/hrels_04_likert.html
Frederick Herzberg; http://www.accel-team.com/human_relations/hrels_04_likert.html
Baldridge National Quality Program www.quality.nist.gov
References
Alstete, J.W., (1995) Benchmarking in higher education: Adapting best practices to improve
quality. San Francisco, Calif. Jossey-Bass Publishers ISBN: 1878380-69-9W01
Baldridge, V.J. and Deal, T.E., Editors (1975). Managing change in educational organizations:
Sociological perspectives, strategies, and case studies Berkeley, Calif. McCutchan
Publishing Corp. ISBN: 0-8211-0128-5
Bennis, W.G. (1973). The leaning ivory tower San Francisco, Calif. Jossey-Bass Publishers ISBN: 0-87589157-8
Bennis, W.G. (1990). Why leaders can't lead: The unconscious conspiracy continues. San Francisco,
Calif. Jossey-Bass Publishers ISBN: 1-55542-152-0
Bennis, W.G., Benne, KD., and Chin, R. (1985). 4th edition or higher. The planning of change. NY
Hot, Rinehart and Winston ISBN: 0-03-063682-5
Berlinger, D.C. (1995). The manufactured crisis: Myths, fraud and attack on America's public schools.
Menlo Park, Calif. Addison-Wesley Publishing Co. ISBN: 0-201-40957-7
Carlson, R.V. (1996). Reframing & reform: Perspectives on organization, leadership, and social
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change White Plains, N.Y. Longman Publications ISBN: 08-13-1106-3
Goodlad,J.I. (1984). A place called school: Prospects for the future San Francisco, Calif. McGrawHill Book Company ISBN: 0-07-023626-7
Hall, G.E. and Hord, S.M. (1987). Change in schools: Facilitating the process Albany, NY State
University of New York Press ISBN: 0-88706-347-0
House, R.E. (1974). The politics of educational innovation Berkeley, Calif. McCutchan
Publishing Corp. ISBN: 0-8211-0754-2
Jackson, P.W., Boostrom,R.E., and Hansen, D.T.(1993). The moral life of schools San
Francisco, Calif. Jossey-Bass Publishers ISBN: 1-55542-577-1
Kouzes, J.M. and Posner, B.Z. (1993). Credibility: How leaders gain and loose it, why people demand
it. San Francisco, Calif. Jossey-Bass Publishers ISBN: 1-55542-550-x
Kouzes, J.M. and Posner, B.Z. (1995). The leadership challenge: How to keep getting extraordinary
things done in organizations. San Francisco, Calif.
Jossey-Bass Publishers ISBN: 0-7879-0110-5
Lewis, A. (1989). Restructuring America's schools Arlington, Virginia AASA (American
Association of School Administrators) Publications ISBN: 87652-145-6
Lippitt, G.L., Langseth,P. and Mossop,J. (1986). Implementing organizational change
San Francisco, Calif. Jossey-Bass Publishers ISBN:0-87589-622-7
Lumby,J., (2000). Making A Difference Improving Schools and Colleges , University of Leicester Paul
Chapman Publishing affiliate of Sage Publications ISBN: 1853963925
Milstein, M.M., (1980) Editor. Schools, conflict, and change. NY,NY: Teachers
College Press ISBN: 0-8077-2571-4
Owens, B.G. (1987). 3rd edition Organizational behavior in education Englewood
Cliffs, N.J. Prentice-Hall, Inc. ISBN: 0-13-641093-6
Sarason, S.B. (1982). The culture of the school and the problem of change, 2nd edition
Sarason, S.B. (1990). The predictable failure of educational reform: Can we change course before
it's too late? San Francisco:CA Jossey-Bass Publishers
Schlechty,P.C. (1990). Schools for the 21st century San Francisco, Calif. Jossey-Bass
Publishers ISBN: 1-55542-208-X
Schmuck, R.A., Runkel,P.J., Saturen, S.L., Martell, R.T., and Derr, C.B., (1972). Handbook of
organization development in schools University of Oregon: National Press Books. ISBN: 087484-208-5 (later edition preferred) Boston. Mass. Alllyn & Bacon, Inc. ISBN: 0-20507700-5
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