Course
EDU7202
Course Syllabus: Transforming Human Systems
Course
Description
This course focuses on the leadership challenges presented by today's dynamic
environment and examines change processes as they relate to various organizational
settings. The usefulness of theory is emphasized in addition to management and
leadership practice techniques that facilitate effective change and transformation
efforts. Design, leadership, and management processes and practices as they relate to
organizational change and transformation is reviewed. Students analyze empirical
research, case studies, and their own context employing theoretical research to
examine real-world examples of potential change and transformation. (3 q.h.)
Required
Texts
Required:
Organization Change: Theory and Practice (4th edition), by W. Warner Burke. Sage
Publication (2013). ISBN 978-1452257235
The Heart of Change: Real-Life Stories of How People Change Their
Organizations, by John Kotter and Dan Cohen. Harvard Business Review Press
(2012). ISBN 978-1422187333
Others – TBD
All other readings, links, tools and materials will be posted on Blackboard™.
Methodology
(Course
Culture and
Processes)
The course models a student-centered, active learning environment. This requires the
learner to take ownership of his or her own learning and requires the
instructor/facilitator to create opportunities for learners to demonstrate that ownership.
Pre-class readings and activities correlate with learning activities scheduled for class
meetings and on-line assignments. There will be a number of small and large-group
discussions and cooperative learning activities, including some that require
participants to represent diverse points of view and present in person to course
colleagues. Communication and documentation, both on- and off-line are critical, as
they form the basis for course work products.
Core
Competency
Focus
At the completion of this course students should be able to do the following:
1. Describe the essential organizational change challenges facing institutions
today
2. Apply understanding of the concepts, theories, and models of organizational
change to the formulation of workable strategies, policies, and actions to meet
the practical challenges of today’s organizations
3. Speak knowledgeably about aspects of organizational change, including but
not limited to
- History of Organizational Change
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- Theoretical Foundations of Organizational Change
- Nature of Organizational Change
- Conceptual and Integrated Models of Organizational Change
- Resistance to Organizational Change
- Leading Organizational Change
- Ethical Considerations for Organizations
4. Explain methods used to research organizational change
5. Discuss the organizational change literature from a multi-levels perspective
Doctoral
Studies
Skill
Development
Through this course, students will develop their ability to:
1. Identify real-world problems for research: Students learn how to uncover and
isolate a real-world problem for investigation and to argue the importance of
exploring the problem using the literature.
2. Employ theoretical frameworks: Students become skilled at identifying and
employing theoretical frameworks to investigate real-world problems, gaining a
fundamental understanding of how theory guides inquiry.
3. Collect and analyze data: At a basic level, students learn how to develop
interview protocols, how to collect and organize data, and how to uncover
distinct and recurring qualities in research data.
4. Ascertain implications for practice: Students are introduced to the capability to
pull out and draw conclusions from research findings and to construct
recommendations for practice.
5. Review educational research: Students learn how to review and analyze
organizational change research, exploring the accepted wisdom regarding rigor,
relevance, and value added.
Primary
Activities and
Scholarly
Work
1. Class participation both in-class and on-line. Participation should meet the
following criteria:
•
Use of Blackboard™ as well as other social communication tools to contribute
others learning as well as one’s own analysis and reflections
•
Demonstrate preparation and willingness to engage in discussion about your
work and actively do so with other students regarding their work in a
respectful and reflective manner, online, asynchronous and synchronous.
•
Proactive and respectful engagement in all class activities (again, online,
asynchronous and synchronous), providing and responding to comments and
feedback
2. Presentations and discussion. There will be several opportunities to present
your review, research, analysis, and opinions regarding organizational thought
and research throughout the course and discussions both in class and online via
multiple activities. The expectation is that you will contribute as expected, in
service of your own and your classmates’ learning.
3. Personal Organizational Context Analysis. You will have the opportunity to
provide your personal assessment of the degree to which your organization is
healthy, open, closed, hierarchical, distributed, and designed for continuous
improvement and innovation based on your personal experience and
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observations, identifying what you believe to be a significant organizational
“problem of practice.”
4. Interview Analysis. You will interview 3 individuals regarding their perspective
of your organization, it’s “health,” and the organizational “problem of practice”
you have identified. You will do an analysis of those interviews against your
own personal observations and perspective.
5. Literature Review. You will conduct a literature review related to your
identified “problem of practice” and context. In this literature review, you will
identify and comment on how six pieces of literature inform your perspective on
your identified organizational “problem of practice.”
6. Field Study of your context and the need and possibilities for Organizational
Change. You will be asked to engage in a careful analysis of your organization
and the need and recommendations for organizational change based on our class’
reading, a review of the literature, and our discussions. This analysis should set
the stage for your ability to analyze other organizational contexts, identify
organizational limitations, and make recommendations for organizational change.
7. Final reflection on what have learned through the course. At the end of the
course, I will be asking you to write a personal reflection on what you have
gained through the various activities in the course.
Modes of
Learning
You will be engaged in several modes of learning: reading, thinking, discussions,
presentations, writing, reviewing, interviewing, and presenting.
Reading: Each week readings will be assigned from the text and the literature.
Students are expected to read all the assigned readings and as they read engage
individually with key questions: Do I understand the concepts, theories, and models of
this material? What questions do I have for clarity? In what way is this material
relevant to my practice and research as an organizational actor and leader? Ultimately,
how is the content pertinent to my development as a scholar-practitioner?
Lectures & Presentations: During the course there will be brief lectures and
presentations often delivered in ppt or other media that expound upon core concepts,
theories, models, and research presented in the course texts and readings. The lectures
and online presentation and discussion sessions are intended to support your learning
of the research and practice of change and innovation in organizational settings.
The Discussion Board on Blackboard: On most weeks students will either
participate in an online discussion regarding the content of our learning or be engaged
in reviewing and commenting on one another’s work. The Discussion Board provides
a space for students to provide their comments regarding the designated topic or work
product and review, reflect upon, and then comment upon one another’s thinking and
work. It is through this conversation space that we will be able to explore
organizational change phenomena from the perspectives of research, theory, and
practice throughout the course. Most importantly, this discussion space will support
you to interact with and learn from your peers, allowing for thoughtful and informed
dialogue among classmates.
LIVE Discussions: The instructor will host several online discussion sessions
throughout the course to review material, engage in a discussion of the readings, and
to foster a discussion around the work of the class. It is not mandatory that you
participate in these discussions. However, if you cannot, you will be expected to view
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the discussions after the fact (they will be recorded and made available to you) and
provide a brief commentary on 2-3 takeaways from the discussion on the Discussion
Board, as directed. The purpose of these sessions is to provide a “live” interactive
opportunity to discuss the content of the course and your work.
Research, Analysis, and Presentation: Through a number of activities, you will be
asked to engage in research, analysis, and the presentation of your research and
analysis. In the Organizational Context Analysis, you will be asked to present your
analysis of the health of your organization and the organizational “problem of
practice” you have identified. In the interviews, you will be conducting first-hand,
primary research, collecting and then assessing others’ perspectives of your
organization and the problem of practice you have identified. In the Literature
Review, you will be seeking research that can inform your perspective and analysis of
your identified problem of practice. And, finally, in writing up your Field Study, you
will be asked to present a set of “Warranted Actions” that are clearly informed by
your observations, the perspectives of those you have interviewed, and the literature
as we have reviewed it (both theory and empirical research) and as you have
uncovered it in your own exploration of the literature.
Participation
Expectations
Student/Learner Responsibilities
•
Be a positive contributor to the community of learners (increasing the learning
of the group).
•
Accept responsibility for the timely completion of all course work products
(this includes coming to class fully prepared, with all on- or off-line readings,
homework, and assignments completed by the day or time identified in the
course schedule).
•
Participate fully in class activities, and allow others to do the same.
•
Emotionally engage in the challenge of personal growth and the necessary
effort for continuous quality improvement in yourself and in the course.
•
Work products must be completed with the level of quality and at the time
identified.
Faculty/Facilitator Responsibilities
•
Provide guidance and mentoring to each participant with respect to improving
selected learning skills.
•
Provide value-added commentary and serve as learning coach during, between
and after classes.
•
Provide assistance in locating additional resources that align with personal and
team learning goals.
•
Assist participant in focusing her/his efforts toward future studies, with
emphasis on the selection of a viable and valuable Doctoral Project.
Grading &
Evaluation
Students will be graded according to an identified set of expectations for each for the
activities and associated work products as listed below, and will contribute to your
final grade as indicated. Expectations for each assignment can be found in the Course
Resources folder on Blackboard.
14% Class Contribution, Participation, and Engagement (on-line contributions
and discussion participation)
16% Organizational Context Analysis
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12%
10%
36%
12%
Interview Presentation and Analysis
Identification and analysis of relevant literature to your Field Study
Field Study of the Need and Recommended Actions in your Organization
Course Reflection
Grades will be determined in accordance with Northeastern University grading
policies.
Points Grade
95-100 A
90-94 A87-89 B+
83-86 B
80-82 B-
Points Grade
77-79 C+
73-76 C
70-72 C60-69 D
< 60 F
Grade Appeals
If you believe an error has been made on your grade for an assignment, please bring it
to my attention within one week of the date the assignment has been returned to you.
When submitting a grade appeal, please first review the assignment instructions and
grading criteria, and then summarize the reasons for your concern. Grade appeals
must be in writing.
Assignments
Each assignment is due on the date indicated.
Blackboard™
Blackboard is an excellent resource, and will be used to list supplemental course
materials. You should check regularly (at least daily) to access course information.
You can access the course website through your MyNEU account, or directly at
blackboard.neu.edu. If you need computer access, the NU library can be used 7 days a
week. If you need help logging in or have any technical trouble, you should contact
the Help Desk (617-373-4357) immediately.
Academic Honesty and Integrity Statement
The University views academic dishonesty as one of the most serious offenses that a student can commit
while in college and imposes appropriate punitive sanctions on violators. Here are some examples of
academic dishonesty. While this is not an all-inclusive list, we hope this will help you to understand some
of the things instructors look for. The following is excerpted from the University’s policy on academic
honesty and integrity; the complete policy is available at
http://www.northeastern.edu/osccr/academichonesty.html
•
•
•
Cheating – intentionally using or attempting to use unauthorized materials, information, or study aids
in an academic exercise. This may include use of unauthorized aids (notes, texts) or copying from
another student’s exam, paper, computer disk, etc.
Fabrication – intentional and unauthorized falsification, misrepresentation, or invention of any data,
or citation in an academic exercise. Examples may include making up data for a research paper,
altering the results of a lab experiment or survey, listing a citation for a source not used, or stating an
opinion as a scientifically proven fact.
Plagiarism – intentionally representing the words or ideas of another as one’s own in any academic
exercise without providing proper documentation of source by way of a footnote, endnote, or
intertextual note.
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•
•
•
Unauthorized collaboration – Students, each claiming sole authorship, submit separate reports, which
are substantially similar to one another. While several students may have the same source material,
the analysis, interpretation, and reporting of the data must be each individual’s.
Participation in academically dishonest activities – Examples include stealing an exam, using a prewritten paper through mail order or other services, selling, loaning or otherwise distributing materials
for the purpose of cheating, plagiarism, or other academically dishonest acts; alteration, theft, forgery,
or destruction of the academic work of others.
Facilitating academic dishonesty – Examples may include inaccurately listing someone as co-author
of a paper who did not contribute, sharing a take home exam, taking an exam or writing a paper for
another student.
College of Professional Studies Policies and Procedures
For comprehensive information please see the download the Student Handbook also available on the
Student Resources page of the Northeastern University College of Professional Studies website.
End-of-Course Evaluation Surveys
Your feedback regarding your educational experience in this class is very important to the College of
Professional Studies. Your comments will make a difference in the future planning and presentation of
our curriculum.
At the end of this course, please take the time to complete the evaluation survey at
https://neu.evaluationkit.com. Your survey responses are completely anonymous and confidential. For
courses 6 weeks in length or shorter, surveys will be open one week prior to the end of the courses; for
courses greater than 6 weeks in length, surveys will be open for two weeks. An email will be sent to your
HuskyMail account notifying you when surveys are available.
Week by Week Overview of the Class – Topics and Assignments
Week
Topic
Assignments
1
Intr oduction to the Class
(Pur pose and Activities)
and Or ganizational
Change
• Introduce yourself
• Read Chapter 1 of Gladwell’s Outliers
• Read Chapters 1-3 of Burke’s Organization Change
• Contribute to Week 1 Discussion
2
Or ganizational Change
Theor y
• • Read Chapters 4-5 from Burke
• Read Weick & Quinn (1999)
• Contribution to Week 2 Discussion
• Begin writing your Organizational Context Analysis
3
Looking closely at your
Or ganization
• Finish writing and post your personal Organizational Context
Analysis
4
How Or ganizations can
Change
• Read Chapter 8 in Burke
• Read Chin & Benne, and Van De Ben
• Review and comment on your classmates’ Organizational Context
Analyses
5
• Read Chapters 9 & 10 of Burke
The Content and Context
• Read Davis and Powell
of Or ganizational Change
• Review and start your Interview Inquiry assignment
6
Week
Topic
Assignments
Looking Closely at the
Content and Context of
Or ganization Change
• Finish your interviews, then write and post your interview report
and analysis on the Discussion Board
Leading Or ganizational
Change
• Review and comment on 3 of your classmates Interview Inquiry
papers
• Begin reading Kotter & Cohen (Intro and 1st 3 chapters)
• Read Chapters 11, 13, & 14 of Burke
• Begin to consider potential “Warranted Actions” given the nature
of your organization and your identified “problem of practice”
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Planning for
Or ganizational Change,
Infor med by Resear ch
• Read Burke, Chapters 14 & 15
• Read Kotter & Cohen, Chapters 4 & 5
• Klarner, Todnem, & Diefenbach
• Begin your research review related to your identified
organizational problem of practice
• Continue to think about possible “Warranted Actions” for your
Field Study, based on your observations, interviews, reading, and
research
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Ethical and Social
Dimensions to choosing
the Actions taken for
Or ganizational Change
• Read Kotter & Cohen, Chapters 6 &7
ª Read Gellerman, Frankel, & Ladenson; Piderit
• Begin fleshing out your Field Study
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Looking at
Or ganizational Change
thr ough the lens of the
Individual, Gr oup, and
Lar ger System
• Finish reading Kotter & Cohen
• Read from Burke, Chapters 6 & 7
• Read Pettigrew, Woodman, & Cameron.
• Continue writing your Field Study
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Wr apping-up your Field
Study
• Finish writing your Organizational Field Study
12
What have I lear ned?
• Review 3 of your classmates final Field Studies
• Write your Final Reflection on what you have learned in the class,
and how
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