Claremont Graduate University
School of Social Science, Policy and Evaluation
Human Resource Management Program
HRM 320 – Planned Change Management
Spring 2016
Contact Information
Course Instructor:
Office:
Phone:
E-mail:
In-person Office Hours:
Phone Office Hours:
Scott J. Schroeder, Ph.D.
None
(808) 739-4611
scott.schroeder@cgu.edu
by appointment before Friday class sessions
by appointment
Teaching Assistant:
Office:
Phone:
E-mail:
None
Course Schedule:
Semester start and end dates:
Module II – March 21st – May 14th
Meeting days and times:
Fridays
Saturdays
Course location:
April 1st and April 22nd (7 – 9:50 pm)
April 2nd and April 23rd (9 am – 5:30 pm)
TBD
Course Description
This course introduces students to the dynamics of change management planning and
implementation in organizations. In the human resources field, we often need to think
about change in an architectural manner. That is, we have to conceptualize it, we have to
design it, and we have to put it into practice. And then we need to figure out whether
what we intended to accomplish is, in fact, what we actually did. Doing all of this
effectively requires that we be very aware of the organizational culture in which we’re
operating because culture, like personality at the individual level, is resistant to change.
Additionally, our great ideas and best laid plans can end up going nowhere if we don’t
attend carefully to the systems and people who have to engage and enact the change we
intend. Thus, pushing our organizations forward requires that we work with and are
sensitive to both the cultures and structures which are at the core of organizational
functioning. This course is less about demonstrating knowledge of change design and
implementation frameworks and more about demonstrating the ability to use those
frameworks systematically and effectively.
Course Orientation
This course introduces students to the dynamics of change management planning and
implementation in organizations. In the human resources field, we often need to think
about change in an architectural manner. That is, we have to conceptualize it, we have to
design it, and we have to put it into practice. And then we need to figure out whether
what we intended to accomplish is, in fact, what we actually did. Doing all of this
effectively requires that we be very aware of the organizational culture in which we’re
operating because culture, like personality at the individual level, is resistant to change.
Additionally, our great ideas and best laid plans can end up going nowhere if we don’t
attend carefully to the systems and people who have to engage and enact the change we
intend. Thus, pushing our organizations forward requires that we work with and are
sensitive to both the cultures and structures which are at the core of organizational
functioning.
As managers and human resource professionals, we can be confronted with the need for
planned change on the part of both individuals and systems. An executive may need to
be more efficient in her work habits, or an organization may need to become more
welcoming to employee diversity. An administrative assistant may want to develop
management skills, or a work group may need to learn how to discuss the real issues at its
meetings. For the purpose of our course, this has two implications. The first is that we
need to examine planned change at both the individual and the systems level. (In real
life, we will almost always operate at the intersection of these two levels). The second is
that we need to become comfortable dealing with the resistance that, overtly or not,
always accompanies change.
The book that will be used in the course is Practicing Organization Development
(abbreviated as POD in your syllabus) by Rothwell and Sullivan (2009). This book
provide a grounding in elements of and approaches to planned change management.
Assigned chapters from these books are identified in the course schedule below. These
chapters should be read before the class session in which the related topic will be
discussed but the chapters are like road maps for change elements, and so they will be
used in class as resources for our case work and discussion.
Advance Notice Concerning the Nature of this Course
This course is less about demonstrating knowledge of change design and implementation
frameworks and more about demonstrating the ability to use those frameworks
systematically and effectively. Demonstrating that ability is partly predicated on your
knowledge of the “science” of people and organizations at work. And it is also partly a
consequence of your capacity to engage the “art” of organizational development. If you
are new to this area of work, there may be moments when you feel like you’ve been
asked to learn how to juggle … while riding a bicycle at the same time. Keeping your
eye on the balls and your feet on the pedals simultaneously takes concentration and can
cause some anxious moments. And every once in a while you may feel like you’re not
getting anywhere. All of that is not only ok … it’s normal. By the end of the course, you
should be more comfortable and confident with the process and practice of change
management.
Background Preparation (Prerequisites)
HRM 303 Organizational Development
Course Learning Outcomes
By the end of this course, successful students will have demonstrated:
1) an understanding of processes related to individual, group and systems level
change design.
2) an understanding of processes related to individual, group and systems level
change implementation.
3) skill in design and implementation of change in case and simulation situations.
4) an understanding of the role of HR in change design and implementation.
5) effective communication and oral presentation skills.
SHRM Curriculum Content Areas Addressed in this Course
This course includes the following change management topics:
Stages of change management
Dimensions of change
Communication
Building trust
Creating a foundation for problem-solving
Leading change
Planning change strategy
Implementing change
Coping strategies for employees
Adjusting to change within the organization
This course also addresses implications of change management work for
Employee Relations
Ethics
Job Analysis and Design
HR’s Role in the Organization
Managing a Diverse Workforce
Outcomes: Metrics and Measurement of HR
Performance Management
Strategic HR
Training and Development
Workforce Planning and Talent Management
Organizational Development
Texts and Journal References
Required:
Rothwell, W.J., Stavros, J.M., Sullivan, R.L., and A. Sullivan (Eds.). (2009). Practicing
Organization Development. San Francisco: Pfeiffer.
Optional:
None
Course Requirements and Assignments
The process of the course has been designed to get you smart about change planning and
implementation, and to understand the impact of organizational culture and individual
resistance on change projects. Prior to and during the course we will tackle readings and
parameters of practice that will help us understand and respond to change issues that face
individuals, groups, and organizations. Over the two weekends we will have several
“case conferences” in which we will assess the planning and implementation of planned
change efforts. These cases are identified in the course schedule and will be distributed
in class. And on the last day of class we will participate in a change simulation which
will allow you to put into practice what you’ve learned in the course.
You will provide a written response to each of the practice cases we discuss in our case
conference. They will be completed in class and provide an opportunity for you to try
yourself out in change management situations. Your simulation team will also provide a
verbal debrief of your team’s performance in the change simulation following completion
of the event. Your team may also provide a written assessment of the team’s
performance in the simulation, but that is an optional assignment, in case you don’t
succeed in your change implementation at the level you’re seeking. The format for both
written assignments will be discussed in class.
Evaluation of Student Learning and Performance
Grading will be based on the following distribution of assignments (noting that
assignments may be modified to fit the class size):
Class Element
Points
Weight
Quizzes
20
20%
Contribution to practice case discussion
10
10%
Team performance in the change simulation
70 (or 50)
70% (or 50%)
Evaluation of team performance in the simulation
0 (or 20)
0 (or 20%)
The instructor will make every effort to return each assignment to you with feedback
within 7 days for assignments submitted by e-mail and at the subsequent class session for
assignments submitted in class.
Grading
Your grade will be calculated using the following scale. Grades with plus or minus
designations are at the professor’s discretion.
Letter Grade Grade Point
Description
Learning Outcome
A
4.0
Complete mastery of
course material and
additional insight beyond
course material
Insightful
B
3.0
Complete mastery of
course material
Proficient
C
2.0
Gaps in mastery of course
material; not at level
expected by the program
Developing
U
0
Unsatisfactory
Ineffective
Course Policies:
Attendance
Students are expected to attend all classes. Students who are unable to attend class must
seek permission for an excused absence from the course director or teaching assistant.
Unapproved absences or late attendance for three or more classes may result in a lower
grade or an “incomplete” for the course. If a student has to miss a class, he or she should
arrange to get notes from a fellow student and is strongly encouraged to meet with the
teaching assistant to obtain the missed material. Missed extra-credit quizzes and papers
will not be available for re-taking.
Scientific and Professional Ethics
The work you do in this course must be your own. Feel free to build on, react to, criticize,
and analyze the ideas of others but, when you do, make it known whose ideas you are
working with. You must explicitly acknowledge when your work builds on someone
else's ideas, including ideas of classmates, professors, and authors you read. If you ever
have questions about drawing the line between others' work and your own, ask the course
professor who will give you guidance. Exams must be completed independently. Any
collaboration on answers to exams, unless expressly permitted, may result in an
automatic failing grade and possible expulsion from the Program.
Instructor Feedback and Communication
The best way to get in touch with the instructor is by e-mail through the course page on
Canvas. I will respond to e-mail within two business days. Appointments may be made
to talk by phone as well. Note that I check CGU e-mail each weekday during the term.
If you send me e-mail on the weekend, it may take until Monday for me to respond.
Expectations and Logistics
The schedule of course topics provides an intended map for the subject areas we will be
discussing during particular class sessions. The actual timing may vary depending on the
needs and interests of the class group.
Accommodations for Students with Disabilities
CGU is committed to offering auxiliary aids and services to students with verifiable
disabilities in compliance with Section 504 of the Rehabilitation Act of 1973 and Title II
of the Americans with Disabilities Act of 1990. To ensure that their individual needs are
addressed, students with special needs are encouraged to contact the Dean of Students
Office as early as possible. Additional resources can be found on the linked page
(http://www.cgu.edu/pages/1154.asp).
Schedule of Class Sessions
Evening of April 1st – Overview of the Change Management Process
The evidence is in… The organizations that are most effective in change efforts are those
which are continually changing and looking to be even more effective in the future.
Organizations that plan change efforts and learn from their experiences tend to engage
change more successfully than those that don’t. One way to characterize this learning
process is to call it “evaluation.” More broadly, however, we want to consider how
organizations can embed learning into their planning and implementation. We also want
to look at where change efforts go wrong and what’s needed to try again and succeed.
This class session will provide an overview of the stages of and dimensions considered in
effective change efforts, as well as consideration of the skills and aptitudes that are useful
for effective change management. We will use this class session to establish a baseline
reading of your change management skills through use of a change simulation.
Reading:
POD
Chapters 9 and 11
Morning of April 2nd – Initiating Change: Contracting and Action Planning
One of the critical tasks faced by those confronting problem situations or developmental
opportunities is connecting action plans to an assessment of the situation at hand.
Determining the root cause of what’s off or what’s deficient is essential to plotting a
course for change. So one of the first things those involved in “fixing” need to be up to is
“learning”… learning about the system, groups, and individuals who are part of the way
things are now. To make things better, we need to get a clear read on how things came to
be the way they are today. If we get this one wrong, we run the risk of changing things
that are better left alone, tackling symptoms rather than problems, and, metaphorically,
heading for Riverside when we meant to be going to Irvine. In this class session we will
talk about how to successfully contract and plan for and implement the work to be done
after the completion of assessment. Building trusting relationships and the foundation for
problem-solving, as well as developing effective communication will be points of focus.
Reading:
POD
Chapters 10 and 12
Video Case:
Before & After
Practice Case:
The OD Letters
Quiz on Practice Case
Afternoon of April 2nd – Implementing Planned Change with Individuals
Frequently in management, HR, and consulting work, planned change efforts are focused
on improving or developing individuals’ performance. That is, we’re given the job of
helping a particular person perform better. The popular terminology used for this kind of
work these days is “coaching”. We help a manager to conduct performance appraisals;
we prepare an executive for her new responsibilities as VP; or we cultivate a newcomer’s
ability to show up for work on time. In this class session we will discuss the application
of change technology at the individual level. It’s important to note that even systemslevel change requires the buy-in, commitment, and effective action of individuals to be a
success. As a result, understanding change at the individual level is an essential building
block for our further work. Planning and facilitating change efforts with individuals will
be the focus of this class session.
Reading:
POD
Chapter 14
Practice Case:
Waverider Health Club
Quiz on Practice Case
Evening of April 22nd – Implementing Planned Change with Work Teams
Teamwork is increasingly a way of life in organizations. Self-managed teams are used
more and more to increase productivity at work. In this class session we will examine
common change issues for teams, as well as the composition and process features that
make them effective, and interventions for enhancing team functioning through enhanced
communication, cooperation, and cohesion. Planning and implementing change efforts
with work teams will be our focus. Particular attention will be given to leadership of
change projects with work teams.
Reading:
POD
Chapter 15
Practice Case:
Steele Enterprises
Quiz on Practice Case
Morning of April 23rd – Implementing Planned Change with Whole Systems
Enacting change at the systems level is a challenging venture because of the complex
nature of systems. There are more relationships, parts, divisions, goals, processes,
boundaries, outcomes, motivations, and… And that means that we need to be even more
systematic, integrative, and responsive in taking on change efforts at that level. And we
need to consider and account for variables including leadership, organizational mission
and strategy, internal and external stakeholders, resources and process management, and
our intended performance results. To guide our work in mapping successful large-scale
change efforts this morning we will draw on the Baldrige Quality Program’s criteria for
organizational effectiveness. Particular attention will be given to coping strategies for
employees and adjusting to change.
Reading:
POD
Chapters 13, 16 and 17
Practice Case:
Kraft Foods
Quiz on Practice Case
Afternoon of April 23rd - Planned Change Simulation
This class session will be devoted to our second effort in the planned change simulation.
Student teams will work through a planned change effort with an identified organization.
The extent of each team’s success in navigating the change process will determine their
simulation grade. The simulation provides both an opportunity for practicing change
management and for evaluating the learning you’ve done over the two weekends.
Following the simulation, we will debrief your experience with the change process.
Additional Resources
In addition to your likely involvement in SHRM, connection with an additional
organization may be of use to you if you are routinely involved in change management or
pursue a career in consulting. This organization is the OD Network, a national
organization for practitioners and scholars involved in organization development. You
can find them nationally at www.odnetwork.org. Another local organization for
networking with OD professionals is OD in LA. Information on them and their monthly
gatherings can be found at www.meetup.com/ODINLA/
The following may also be of help to you, dealing with issues of change in organizations.
Anderson, L.A., and D. Anderson. (2001). The Change Leader’s Roadmap. San
Francisco: Pfeiffer.
Argyris, C. (1990). Overcoming Organizational Defenses: Facilitating Organizational
Learning. New York: Pearson Allyn & Bacon.
Block, P. (2011). Flawless Consulting: The Art of Getting Your Expertise Used.
San Francisco: Jossey-Bass.
Bridges, W. and S. Bridges. (2009). Managing Transitions: Making the Most of Change.
Boston: Da Capo Lifelong Books.
Carter, L., Giber, D., and M. Goldsmith (Eds.). (2001). Best Practices in Organization
Development and Change. San Francisco: Jossey-Bass. (note that this text comes
with a CD that provides many useful forms for working with change at the
organizational level).
Cloke, K. and J. Goldsmith. (2003). The Art of Waking People Up. San Francisco:
Jossey-Bass.
Culbert, S.A. (2010). Get Rid of the Performance Review. New York: Business Plus.
French, W.L., and C.H. Bell, Jr. (1994). Organization Development: Behavioral
Science Interventions for Organization Improvement. Englewood Cliffs,
N.J.: Prentice-Hall.
Goleman, D., McKee, A, and R.E. Boyatzis. (2013). Primal Leadership: Realizing the
Power of Emotional Intelligence. Boston: Harvard University Press.
Kegan, R., and L.L. Lahey. (2009). Immunity to Change. Boston: Harvard University
Press.
Schein, E. (1999). The Corporate Culture Survival Guide. San Francisco: Jossey-Bass.
Senge, P.M. (1994). The Fifth Discipline. New York: Currency. Cummings & Worley.
Instructor Background Information
Scott Schroeder, Ph.D. is Dean of the School of Business and Communication and
Professor of Management at Chaminade University of Honolulu. Scott’s career has been
lived as a management activist, dedicated to putting into practice management systems
and approaches that bring out employees’ best work and limit the risk of management
malpractice.
His research focuses of individuals’ personal power and social influence at work, with
special interest in getting people the power they need to have personal and professional
success in their careers. He is most recently co-author with Vicki Scherwin and J.F.
Coget of The Culbert Legacy: Demystifying the interplay between self and organizational
interests in the leadership process. He is also currently on the editorial board for the
Journal for Excellence in Business Education.
He has done extensive clinical work in executive psychotherapy and coaching, and
consults on issues of executive development and team effectiveness. His clients have
included individuals and organizations from industries including entertainment,
professional sports, health care, advertising, education, government services, the U.S.
military, high tech, community service, environmental protection, and faith communities.
Scott has held administrative, research, or faculty positions at several universities,
including Arizona State, UCLA, and Antioch, where he was responsible for developing a
graduate program in organization development which was consistently ranked among the
top ten programs nationally by The OD Practitioner during his tenure as chair. Prior to
returning to Chaminade in 2010, Scott was most recently Dean of Academic Affairs at
the Bainbridge Graduate Institute, Net Impact’s top-ranked business school in the U.S.
for developing socially responsible leaders, and one of BusinessWeek’s top-ranked
innovation schools in the world.
He has taught courses on organizational behavior, organization theory, organization
development, and crisis management in the HRD and HRM programs at CGU since
1996.
Scott completed doctoral specializations in management and psychology at UCLA and
post-doctoral work at Harvard University as a fellow in the MLE Institute.