Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
University of Southern California
School of Social Work
SOWK 669
MANAGING CHANGE AND ORGANIZATION
DEVELOPMENT
FALL 2011
Instructor: Jon Simon Sager, Ph.d, Clinical Associate Professor
Office: MRF 333
Telephone: Office: 213 740-8003
Office hours: Tuesday 12:00pm -1:00 pm & 7:00pm – 8:00pm;
Saturday City Center 12:00pm--1:00pm (see Saturday course schedule for
exact dates)
E-mail: jonsager@usc.edu
Section: 60501
Location: WPH 107
Day/Time: Tuesdays, 4:10pm to 7:00 pm
I. Course Description: Managing Change and Organization Development
This course is designed to provide students with a conceptual
framework addressing the strategic importance of managing change and
organization development (OD) in various agencies, human service
organizations, community organizations and other settings. Uncertainty,
complexity and rapidly changing organizational environments create the
necessity for organizations to respond to and effectively deal with turbulence
and instability. The capability of an organization's human resources to adapt
to such conditions, adopt and successfully use new practices, technologies and
develop ways of performing organizational tasks is vital to proactive and
sustainable human service organizations. Managing change and OD are
essential to these processes.
The management of change and organizational development is a
dynamic process. This course focuses on understanding how to plan and
implement change in various organizations and other settings. Effective
change management and OD maximize the congruence between an
organization's mission, goals, strategies, environment, technology, structure,
processes, people, culture and reward systems. Managing successful change
requires an understanding of the systemic interrelationships among these
factors and how changes in one affect another. Within the context of this
organizational complexity, students will examine the role of change agents at
various levels of the organization and the integrative competencies and
interpersonal skills required of individuals who initiate, manage and are
affected by change. Managing change and OD is also a sense making and
creative process; it requires the ability to discern new patterns and
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
relationships both inside and outside the organization as well as openness to
new ideas and possibilities.
This course is designed to provide students with both the conceptual
framework and the practical skills needed to design, implement and evaluate
effective change and OD programs. Creating effective change and OD
programs for organizations begins with a diagnosis and assessment of the
needs in the context of the organization's strategy. This also entails an
analysis of the organization’s human resources, culture, organizational design
and structure among other things. Once assessed and analyzed, the task
becomes to design and develop interventions to achieve change and OD
objectives. To accomplish the objectives also requires an understanding of: a)
the roles of change agent(s)--internal and/or external change management or
OD consultants, b) the importance of the political, cultural and technological
contexts, and c) the effective development of customized change and OD
intervention strategies as well as the familiarity with and ability to use and
adapt existing techniques for effecting change.
The course will be taught from the perspective that students will one
day be a stakeholder involved in some aspect of managing change and OD,
whether as an employee, manager, or internal or external consultant delivering
(or creating, or enabling) programs for organizational clients. This practical
orientation drives the structure of the course which will involve experiencing
not only the stages and activities of change management and OD, but includes
exposure to the various tools, techniques and approaches that professional
change management and OD specialist’s use. Some of this will involve actual
participation in change and OD activities the instructor has used in his
professional practice. Students will also become familiar with some of the
most frequently used and popular interventions utilized by organizations as
they embark upon the 21st century. Students will also learn how to obtain
change management and organization development materials, as well as
customize materials for particular organizational change and development
purposes.
II. Course Objectives
1) Understand the major theories and perspectives concerning organization
development and change.
2) Understand the application of the theories and perspectives concerning
managing change and organization development in the context of human
service organizations, community settings and large and small systems.
3) Understand the role of the internal and external environment in driving or
restraining change and OD, as well as the importance of the political, cultural
and technological contexts.
4) To diagnose the need for organizational change and OD interventions.
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
5) To be able to formulate the strategies and tactics for organizational change
and OD interventions.
6) To understand the dynamics and issues in implementing and executing a
change strategy or an OD intervention
7) Understand why people resist change and learn techniques for overcoming
resistance to change.
8) Understand techniques for evaluating the effectiveness of change and
organization development.
9) Understand the nature and challenges of developing learning and high
reliability organizations that maximize the ability of the organization to
effectively adapt to and cope with change and turbulent environments.
10) Understand the challenges for Organization development specialists and
change agents at different levels of, and in different relationships to, the
agency or human service organization.
11) Students will demonstrate competency in applying principles of managing
change and organization development to human service organizations and
social systems at all levels of practice.
III. Course Format
Lectures, experiential exercises, role plays, videos, power-point
presentations, overheads, instrumentation and guest lectures (if available) will
comprise the delivery format for the course. The course will be taught from
the perspective that students will one day be a stakeholder involved in some
aspect of managing change and OD, whether as an employee, manager, or
internal or external consultant delivering (or creating, or enabling) programs
for organizational clients. This practical orientation drives the structure of
the course, which will involve experiencing not only the stages and activities
of change management and OD, but includes exposure to the various tools,
techniques and approaches that professional change management and OD
specialists use. Some of this will involve actual participation in change and
OD activities the instructor has used in his professional practice. Students
will also become familiar with some of the most frequently used and popular
interventions employed by corporations as they enter the 21st century.
Students will also learn how to obtain change management and organization
development materials, as well as customize materials for particular change
and organization development strategies.
My lectures are designed to supplement and go beyond the assigned
readings. I will be glad to answer questions about the readings, but expect my
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
lectures to extend, provide insight and describe actual examples of the
application of concepts covered in the readings and lectures.
Last, we will be flexible. Although I intend to follow the structure of
the syllabus and course outline, like any good change agent and OD
practitioner we will change and adjust in order to conduct deeper explorations
of pertinent topics, accommodate the schedules of speakers, the access of
videos and other equipment and so forth.
IV. COURSE EVALUATION AND GRADING
All students are expected to regularly attend class and be on time. A student
with more than two unexcused absences during the course of this seminar may
receive a no credit. A student who is tardy three or more times to seminar
may receive a grade of no credit. If a student receives a no credit grade in this
seminar, they will be required to repeat this seminar. Seminar grades will be
based on the following:
Assignment
percent
Date Due
Change Analysis Paper:
30
Session 8, 9 or 10
Self-Selected Assignment
30
Sessions 9-14
Final Analysis and Planned
Change Intervention
30
May 4
Participation
10
Each Class
Class grades will be based on the following:
93 – 100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
A
AB+
B
BC+
C
C-
3.85 – 4
3.60 – 3.84
3.25 – 3.59
2.90 – 3.24
2.60 – 2.89
2.25 – 2.59
1.90 – 2.24
A
AB+
B
BC+
C
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
CLASS PARTICIPATION (NO MORE THAN 10%)
University Grading Policy
Within the School of Social Work, grades are determined in each class based
on the following standards which have been established by the faculty of the
School:
(1) Grades of A or A- are reserved for student work which not only
demonstrates very good mastery of content but which also shows
that the student has undertaken a complex task, has applied critical
thinking skills to the assignment, and/or has demonstrated
creativity in her or his approach to the assignment. The difference
between these two grades would be determined by the degree to
which these skills have demonstrated by the student.
(2) A grade of B+ is given to work, which is judged to be very good.
This grade denotes that a student has demonstrated a more-thancompetent understanding of the material being tested in the
assignment.
(3) A grade of B is given to student work, which meets the basic
requirements of the assignment. It denotes that the student has
done adequate work on the assignment and meets basic course
expectations.
(4) A grade of B- denotes that a student’s performance was less than
adequate on an assignment, reflecting only moderate grasp of
content and/or expectations.
(5) A grade of C reflects a minimal grasp of the assignments, poor
organization of ideas and/or several significant areas requiring
improvement.
(6) Grades between C-and F denote a failure to meet minimum
standards, reflecting serious deficiencies in all aspects of a
student’s performance on the assignment.
Note: Please refer to the Student Handbook and The University Catalogue
for additional discussion of grades and grading procedures.
Description of Graded Assignments
The Organization or Community Change Intervention or OD Project
Students are to write a midterm and final paper applying what they have
learned about managing change in organizations and OD to a specific setting.
You can plan a change intervention of limited or extensive scope depending
on the setting and the problem or situation you are trying to change. You
should use your field placement or an organization or community setting
which you have enough familiarity with to plan a change intervention and
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
implement it (you do not have to actually implement the change, though you
are welcome to do so, but I do not merely want a planned change with little or
no attention to its implementation). The planned change or OD project drives
the majority of the written work in the course. It is broken into two parts.
The first comprises your midterm paper and the second comprises the final.
To write these papers you will have to attend class, do the readings and have
intensive one on one discussions with me about your project. I want you to
first present your idea for a project and get my feedback and approval before
you begin working on it. You will get a lot of support and attention from me
throughout this endeavor.
The Change Project Analysis Paper (midterm assignment):
In this first paper, you are asked to conduct a force field analysis of an agency,
problem or situation in which you desire to initiate change. Other analytical
techniques may be used to help analyze and assess the need for change (e.g.,
stakeholder analyses, Weisbord’s six box model—I will give you a handouts
and discuss this in lecture). All students may use current, preferably, or past
field work settings. However, you are not limited to your field placements.
The setting can be another agency or community you have familiarity with,
perhaps you work there or worked there in the past. All students will discuss
the choice of settings with me. There will be a lot of attention placed on this
assignment, as well as, attention devoted to reworking it to become part of the
final paper you submit at the end of the course. I am open to team projects.
The midterm paper is the prelude to the final paper. So, I will give you
extensive feedback both in writing and in face to face consultation.
I will give you more information in class about this assignment as well as
detailed written guidelines.
The Completed Change Project Paper (final assignment):
The final assignment will involve, in most case, reworking the analytical
paper submitted for the midterm assignment. Then you must plan your
change and/or intervention. Based on your analysis you will choose and tailor
an intervention to the agency, situation or problem you wish to change. The
intervention can involve action research, change strategies that are custom
developed from your analytical work, as well as extant OD interventions, such
as survey feedback, appreciative inquiry, team building, six sigma and so
forth. I will work with you individually to help craft your change intervention
and suggest strategies and tactics to implement and induce change. I will give
you more information in class about the final assignment and provide you
with detailed written guidelines.
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
Managing Change and OD Self-Selected Assignment
This assignment is extremely flexible. It can take the form of an individual
presentation to the class, a team presentation or an individual or team paper.
For example, you may be interested in learning more about appreciative
inquiry or future search. You can study this and present something to the
class or write a paper. You may find others that are interested in the same
topic and decide to work together, either on a paper or an oral presentation.
You can decide you would like to conduct a training session with the class and
teach us all about an intervention involving diversity or team building. Our
text has simulations and exercises at the end of the chapters, which you may
use. I also will be exposing you to a voluminous amount of change agent
tools that I have used in my practice.
The topic you choose must be relevant to the course and approved by me, as
well as the delivery format, presentation, paper or training or individually or
with others. We will also need to decide on the amount of time, if you decide
to involve the class and also coordinate your presentation, simulation, or
experiential exercise with the topics I plan to cover. I will try to adjust so I
can accommodate you, but there are certain things that need to be covered at
certain points in the course in order for you to complete your midterm and
final change and OD intervention paper.
We can meet and discuss this during class, as well as during my office hours
or other appointments. The goal is for you to get something enriching and
useful our of the assignment. In the past, this assignment was a team oral
presentation and I provided a list of topics to stimulate student thinking about
a topic. For your convenience, I’ve reprinted this list as the end of this
syllabus, but you are by no means bound by those topics and the delivery
format is wide open, though I do want to approve of what you decide to do
and how you decide to do it. I am flexible and want to be supportive. I
imagine this type of assignment represents a change from the types of
assignments you have been given in the past, but that’s what the class is about.
If you are uncomfortable with the lack of structure, think of it as in part
relevant to understanding change. Regardless, don’t worry. I won’t let you
do anything but succeed or fail forward. The due date for this assignment is
open and negotiable.
Participation: Students are expected to attend and participate constructively
in class activities and discussions. If you miss two classes, you may do a
make-up through a written assignment; see me, if you desire this option.
V. ATTENDANCE POLICY
Students are expected to attend all classes. The social work program is one of
professional preparation. In addition to acquiring theoretical knowledge,
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
students are expected to acquire professional values, to integrate knowledge
from a range of courses, to develop professional skills and be socialized into
the profession. Members of the faculty of the School of Social Work are
convinced that this cannot be accomplished through independent study alone.
Thus, attendance at classes is required unless legitimate and special reasons
exist for absences or tardiness. Any such absences or tardiness should be
discussed directly with the course instructor.
University of Southern California policy permits students to be excused from
class, without penalty, for the observance of religious holy days. This policy
also covers scheduled final examinations which conflict with students’
observance of a holy day. Students must make arrangements in advance to
complete class work that will be missed, or to reschedule an examination, due
to holy days observance.
VI. COURSE EXPECTATIONS AND GUIDELINES
Students are expected to attend class, complete the assigned readings
in preparation for class discussions and as a foundation supporting lectures
and class activities. The evaluation of classroom participation will be based
on making contributions that are constructive and considerate. Oral
presentations will be evaluated on the basis of being prepared, informative and
delivered in a manner, which holds the interest of the audience. Written
assignments will be evaluated on the quality of the ideas presented and the
ability to use and cite pertinent literature correctly (use APA publication
manual, 6th ed.). Written assignments should be clear and concise, well
organized, and reflect an integrated understanding of the reading assignments,
lectures, outside sources of literature and relevant experiences and
information. Assignments are to be submitted on time and there will be grade
penalties for assignments submitted past due dates. University Polices
concerning academic honesty will be strictly enforced.
VII.
Required Textbooks
Weisbord, M. R. (2004). Productive Workplaces Revisited: Dignity, Meaning,
and Community in the 21st Century. San Francisco: Jossey-Bass.
*Brown, D. R. (2011). An experiential approach to organization development
(8th. Ed.). Upper Saddle River, NJ: Prentice-Hall.
*Harvey, D & Brown, D. R. (2006). An experiential approach to
organization development (7th. Ed.). Upper Saddle River, NJ: Prentice-Hall.
*Because of the high price of texts and the fact that the 8th edition by Brown,
is not significantly different from the 7th edition by Harvey and Brown, you
may use either the 7th or 8th edition. The syllabus will contain chapter and
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
page references for both the 7th and 8th editions. (I wonder what happened to
Harvey regarding the 8th edition).
Recommended reading:
French, W. L., Bell, C. H. & Zawacki, R. A. (Eds.). (2005). Organization
development and transformation: Managing effective change (6th. Ed.).
Boston: Irwin McGraw-Hill.
VIII. ACADEMIC ACCOMMODATIONS
Any student requesting academic accommodations based on a disability is
required to register with Disability Services and Programs (DSP) each
semester. A letter of verification for approved accommodations can be
obtained from DSP. Please be sure the letter is delivered to the instructor as
early in the semester as possible. DSP is located in STU 301 and is open
from 8:30 a.m. to 5:00 p.m., Monday through Friday. The phone number for
DSP is (213) 740-0776.
Course Outline and Assignments
Session 1) August 23: Introduction to course, discussion of syllabus and
graded assignments. Course overview and focus on the challenges of
managing change and OD. Historical overview and assumptions about the
nature of employee behavior and motivation; implications for managing
change and OD
Session 2): August 30: The human relations, social, growth and development
and complex-integrative assumptions about human performance in the work
place and the implications for managing change, OD and reinventing the
organization. The role of expectations, situational helplessness and locus of
control. Personal characteristics and OD.
For session 2 read:
Brown 8th ed. Chapter 1 or Harvey and Brown 7th ed. Chapter. 1
Weisbord: Introduction & Chapter 1
French, Bell & Zawacki, Part I: Mapping the territory. Pp. 1-11
Beckard, R. What is Organizational development in French et al., pp. 12-15
French W. & Bell, C. A History of Organizational Development in French et
al., pp. 16-39
Session 3): September 6: Diagnosing change, open systems theory and
systems thinking, socio-technical systems theory and work redesign. Change
levers and organizational change and OD. The role of communication and
information in change and OD. Greenfields and Greenfielding.
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
For session 3 read:
Brown 8th ed. Chapter 2 or Harvey and Brown 7th ed. Chapter. 2
Weisbord: Chapters 2 & 3
Fox. Sociotechnical systems in French et al, pp. 140-152
Fordyce & Weil. Methods for finding out what is going on in French et al,
pp162-171
Session 4): September 13: Planned, reactive and proactive change.
Diagnostic and analytical tools. Understanding technical, political, social and
cultural organizational contexts and contextual implications for organizational
change and organizational learning. Envisioning change and OD.
Organization renewal, planned change, OD and changing organizational
culture. Strong and weak organizational cultures and their implications for
change. Stakeholder analysis, force field analysis and action research.
Weisbord's six box model and creating organizational change for dignity,
meaning and community.
For session 4 read:
Brown 8th ed. Chapters 3 & 5 or Harvey and Brown 7th ed. Chapters 3 & 5
Weisbord: Chapters 4 & 5
Lewin, The Field Approach: Culture and group life as quasi-stationary
processes in in French et al, pp.101-104
Schein, E. Organizational Culture in French et al., pp. 125-139
Rothman, J. (2008). Multi Modes of Community Intervention. in J. Rothman,
J. L. Erlich,& J. E. Tropman (Eds.), Strategies of community organization
(7th. Ed.). (pp. 205-216). Peosta, IA: Eddie Bowers PublishingCompany.
Session 5) September 20: Participation as a lever of change and OD.
Employee involvement, participative management and empowerment in OD.
Team building.
For session 5 read:
Brown 8th ed. Chapters 9 & 10 or Harvey and Brown 7th ed. Chapters 9 & 10
Weisbord: Chapters 6 & 7
Zawicki & Norman: Successful Self-Directed Teams and in French et al., pp.
216-222
Benne & Sheats: Functional Roles of Group Members in French et al., pp.
318-324
Lyle & Zawicki: Centers of Excellence: Empowering People to Manage
Change in French et al., pp. 269-273
Kirkman & Rosen. Powering Up Teams in French et al., pp. 433-446
Sager, J. S. (2008). Planning: Democracy on the ground. in J. Rothman, J. L.
Erlich,& J. E. Tropman (Eds.), Strategies of community organization (7th.
Ed.). (pp. 205-216). Peosta, IA: Eddie Bowers PublishingCompany.
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
Session 6) September 27: Implementing OD and change, Power and
influence in organizations, frame bending, change programs and
organizational development. Leading OD and change. Consulting for high
performance. Transformational Leaders and the role and style of leaders,
change agents and OD consultants
For session 6 read:
Brown 8th ed. Chapter 4 or Harvey & Brown 7th ed. Chapter 4
Weisbord: Chapters 8 & 9
Patti, R. & Resnick, H. (1985) Leadership and Change in Child Welfare
Organizations
Pacton. Are Organizational Development Interventions Appropriate in
Turnaround Situations in French et al., pp 401-410
Greiner & Schein: Defining a Political Model of Organizations in French et
al., pp. 313-317
Aremenkas et al., Creating Readiness for Organizational Change in French et
al., pp. 298-312
Session 7) October 4: Process consulting and intervention, the recipients of
change, resistance to change and overcoming resistance to change. Individual
and organizational barriers to change. overcoming barriers to change.
Resistance to organizational learning and overcoming barriers to
organizational learning.
For session 7 read:
Brown 8th ed. Chapters 6 & 8 or Harvey & Brown 7th ed. Chapters 6 & 7
Weisborg, M. R. Towards Third Wave Managing and Consulting in French et
al., pp. 63--80
Chin & Benne. General Strategies for Effecting Change in Human Systems in
French et al., pp. 40-62
Argyris. Intervention Theory and Method in French et al., pp. 119-124
Session 8) October 11: OD intervention strategies. Using change levers to
analyze, critique and develop OD and planned change interventions.
For session 8 read:
Brown 8th ed. Chapter 7 or Harvey and Brown 7th ed. Chapter 8
Garvin: Building a Learning Organization in French et al., pp. 274-287
Blake, Shepard & Mouton: Strategies for Improving Headquarters-Field
Relations in French et al., pp. 183-186
French& Bell. Organization Mirror Interventions, in French et al., pp. 187-188
Harrison. Choosing the Depth of Organization Intervention in French et al.,
pp. 325-335
Shepard. Rules of Thumb for Change Agents. In French et al., pp. 336-341
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
Session 9) October 18: Grid OD, organizational design, Likert Systems 1-4,
changing organizational structure. Changing organizational culture, revisited.
For session 9 read:
Brown 8th ed. Chapter 14 & 15 or Harvey & Brown 7th ed. Chapter 14 & 15
Weisbord: Chapters 10 & 11
Bushe & Shani. Paralell Learning Structures in French et al., pp. 197-202
Goodstein & Burke. Creating Successful Organization Change in French et
al., pp. 352-362
Young. Managing Organizational Transformations in French et al., pp. 363375.
Session 10): October 25:Technological change and Socio-Technical Systems.
Work and job redesign, cross functional teams autonomous work groups and
self-managing teams. T groups, sensitivity groups and NTL.
For session 10 read:
Brown 8th ed. Chapter 13 or Harvey and Brown 7th ed. Chapter 13
Weisbord: Chapters 12 & 13
Session 11) November 1: Intergroup development interventions and conflict
management. Diversity training.
For session 11 read:
Brown 8th ed. Chapter 11 or Harvey and Brown 7th ed. Chapter 11
Weisbord: Chapters 14 & 15
Rogers: Two-Person Disputes in French et al., pp. 114-115
Schein. Intergroup problems in organizations in French et al., pp. 119-124
Harrison. When Power Conflicts Trigger Team Spirit in French et al., pp. 175182
Prahalad: Managing Discontinuities: The Emerging Challenge in French et al.,
pp. 449-459
Beckhard. The Confrontation Meeting in French et al., pp. 189-196
Session 12) November 8: Goal Setting. Management by Objectives (MBO).
Survey feedback and appreciative inquiry. Six Sigma, Total Quality
Management and other approaches to continuous quality, production and
process improvement interventions. Technological change and changing
work processes. OD and Change Programs: fads, fancies and evolution.
Radical change: reengineering and restructuring the organization, downsizing
and dumbsizing. Incremental change and OD.
For session 12 read:
Brown 8th ed. Chapter 12 or Harvey and Brown 7th ed. Chapter 12
Weisbord: Chapters 16 & 17
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
Bowers & Franklyn. Survey-Guided Development in French et al., pp. 203212
Fitzgerald et al., Appreciative Inquiry in French et al., pp. 223-232
Session 13): November 15: System wide interventions and high performance
systems. Organizational Transformation: Strategic management, OD and
change. Managing Change, OD and the new science of chaos theory. The
frontiers of organizational structure, organizational learning and change: High
Reliability Organizations and emerging forms, including virtual and
ambidextrous organizations.
For session 13 read:
Weisbord: Chapters 18 & 19
Poras & Silvers Organizational Development and Transformation in French et
al., pp. 80-100
Nielsen, et al: Ethics in Organizational change in French et al., 422-432
Pfeffer: Seven Practices of Successful Organizations in French et al., pp. 460480
Session 14): November 22: Approaches to evaluating and assessing the
effectiveness of OD, change programs and organizational learning. Using
organizational change levers to assess and diagnose change programs and
evaluate the likelihood of successful and enduring change and OD.
For session 14 read:
Brown 8th ed. Chapter 16 or Harvey and Brown 7th ed. Chapter 16
Weisbord: Chapters 20 & 21
Sager, J. S. (1995). Change Levers for Improving Organizational Performance
and Staff Morale. in J. Rothman, J. L. Erlich,& J. E. Tropman (Eds.),
Strategies of community organization (5th. Ed.). (pp. 401-416). Itasca, IL: F.
E. Peacock Publishers.
Session 15) November 29: Managing change and OD in the 21st century.
Future search and the challenges of the future.
For 15 session read: Weisbord: Chapter 22 & the Epilogue
Burke: The New Agenda for Organization Development in French et al., pp.
481-493
Weisbord & Janoff Future Search in French et al., pp. 233-242
Jusela. Meeting the Global Competitive Challenge in French et al., pp. 243268
December 7th by 4pm Hard copies of Term Papers are due, electronic
submissions by midnight.
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Jon Simon Sager, Fall 2011 SOWK: 669: Managing Change and OD
Sample Topics for Presentations or Papers (from my previous syllabus)
The role of Communication in change and OD.
Transformational Change
Causes of Conflict and/or Conflict Management.
Diversity training.
Multiculturalism
TQM, CQI and other alphabet soups
Six Sigma
Likert Systems 1-4
OD Leadership Grid
Organizational Culture
Group behavior in organizations
Team Building
Cross functional teams
Autonomous work groups and Self-managing or Self-directed teams
Systems thinking and systems approaches
Weisbord's model (dignity, meaning & community) and the Six Box Model
Job and work redesign (Job Characteristics model)
Organizational design
Technology and organizational structure
Technology, change and OD
Socio-technical systems theory
Causes of and Overcoming Resistance to Change
Reengineering, Restructuring and Downsizing
Goal Setting
Power and Politics in Organizations
Empowerment
Creating trust
Organizational commitment
Organizational Renewal
Force Field Analysis
Cultural Change in organizations
Intrepreurship
Creativity and Innovations in Organizations
The creation of settings and organizations
Future Search
Powerlessness
Social justice and change
Organizational ethics and change
Motivating change
Appreciative inquiry
High Reliability Organizations
Emerging forms of organizations
Framebreaking and framebending
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