L7451
Leading Through and Beyond Change
Fall II 2007
INSTRUCTOR:
Ona Johnson MHA, Ed.D.
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REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Heart of Change
Kotter, J.P. & Cohen, D. S.
(2002)
Harvard School Business Press
1-57851-254-9
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Leadership without easy answers
Heifetz, R. A.
(1998).
Cambridge, MA: Belknap Press
0674518586
This Course Requires the Purchase of a Course Packet:
YES
NO
Argosy University
Ed.D Organizational Leadership
COURSE SYLLABUS
L7451
Leading Through and Beyond Change
Faculty Information
Faculty Name: Ona Johnson
Campus:
Contact Information:
Office Hours:
Short Faculty Bio:
Course description: This course focuses on expanding and extending the core curriculum in organizational leadership to include the
process of change and how that process affects organizations and those who lead them. It explores resistance to change, change
models, leadership challenges in facilitating change, the role of both the leader and the follower in the change process, and how to
identify future trends.
Course Pre-requisites: None
Required Textbooks:
Kotter, J.P. & Cohen, D. S. (2002). The Heart of Change. Harvard School Business Press. ISBN: 1-57851-254-9
Heifetz, R. A. (1998). Leadership without easy answers. Cambridge, MA: Belknap Press. ISBN: 0674518586
Required Article:
Schein, E. H. (1996). Kurt Lewin’s change theory in the field and in the classroom: Notes toward a model of managed learning.
Systems Practice (9) pp. 27-47.
https://dspace.mit.edu/bitstream/1721.1/2576/1/SWP-3821-32871445.pdf
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Required Paper:
Gravenhorst, B. (2003, May). A different view on resistance to change. Power dynamics and organizational change IV.
Symposium conducted at the 11th EAWOP Conference, Lisbon Portugal.
http://www.pluspulse.nl/downloads/EAWOP%20resistance.pdf
Required working paper:
Ciulla, J. (1996). Leadership and the problem of bogus empowerment. Ethics and Leadership Working Papers. Academy of
Leadership Press.
http://www.academy.umd.edu/Publications/klspdocs/jciul_p1.htm
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
1. Leadership in Teams: Given an organizational situation, identify strategies to develop, maintain, motivate, and sustain self-managed teams
using concepts, theories and techniques of team leadership.
2. Collaboration in Teams: Given a case study or leadership situation, collect, assimilate, disseminate, and maximize the views of team
stakeholders in order to reach defensible goals with minimal conflict.
3. Conflict: Given an organizational situation that requires interpersonal or interdepartmental action, identify situations of conflict, diagnose the
impact of both overt and covert behavior, and develop a plan for conflict resolution using evidence-based methods.
4. Ethics: Given an organizational setting, identify ethical and dilemma-resolution practices, and make evidence-based decisions
that integrate personal, social, and corporate responsibility.
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5. Communication: Communicate orally and in writing to individuals and groups in a concise, clear, organized, and well-supported manner
using formats and technology relevant to the organizational context.
6. Motivation: Given a leadership situation, identify workplace commitment theories to incorporate influences and power as a
leader to motivate organizational stakeholders.
7. Research: Given an organizational need to evaluate and defend its actions or potential actions, select, analyze, and apply the
assessment techniques, research methods, and/or statistical analyses needed to evaluate and defend those actions based on
evidence
8. Knowledge and Understanding of the Field: Demonstrate competency in identifying and integrating the major concepts,
theoretical perspectives, historical trends, and key figures in the field of organizational leadership.
9. Change: Evaluate the impact of change on organizations, organizational members, and other stakeholders and apply
appropriate change models and theories to facilitate successful change.
10. Global diversity: Analyze and evaluate the involvement of diversity in leadership issues, with special attention to the
implications of diversity for individuals, organizations, and societies.
11. Interpersonal Effectiveness: Achieve personal development and demonstrate positive relationship skills via effective
communication, respect for others, and awareness of their impact on others.
Course Objectives:
By the end of the course, students will be able to:
1. Given access to current peer-reviewed journals, read, report, and apply current research on organizational change and reform
through case history analysis. Program Outcomes: 1, 5, 7, 8, 9
2. Given an organizational case history, determine the personal, interpersonal, group, political, and cultural dynamics that make up
the organization’s unique characteristics. Program Outcomes: 1, 2, 3, 4, 5, 6, 7, 9, 10
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3. Using an organizational case history, analyze the case to determine ethical and effective strategies to overcome resistance and
facilitate healthy change using a variety of change theories and models. Program Outcomes: 3, 4, 5, 6, 7, 9
4. Through case history analysis and personal reflection, identify the necessary characteristics of an effective change facilitator and
understand the need for healthy change facilitation as well as the demands placed on a change facilitator. Program Outcomes: 4,
5, 6, 7, 8, 9, 10
5. Given case history analysis, personal reflections, and class participation, identify the need to lead effective and healthy change
within organizations and be able to plan for such change using a variety of ethical strategies and models. Program Outcomes: 1,
3, 4, 5, 6, 7, 8, 9, 10
Assignment Table
Week
1
Module Topics
Change Models
Readings
Kotter: Introduction
Heifetz: 1-4
Schein Article
Assignments
1. Initial assignment. Prepare a 1-3 page
description of an organization (or subgroup/department within an organization) that
has a problem or is in need of improvement.
You should provide enough detail in your
written description so that others understand the
essence of the situation. Do not include your
ideas about potential solutions, only a
description of the problem. Include no
personally identifying information, titles, or
names (except your own on the paper). This will
be your organizational case study that you will
work with during this course.
2. Choose a professional goal that you will be
willing to work on and examine throughout the
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Urgency
Teamwork
Adaptive Leadership
Kotter: Step 1 & 2
Heifetz: Ch 5-7
course. Examples may include, becoming a
meeting facilitator, career change, professional
growth through career advancement, etc. Submit
your topic with a brief 1-2 paragraph description
of why you wish to make the change.
1. Professional Goal: Consider the change models
previously discussed. In a 3-5 page paper,
examine the type of change and what is needed
to implement the change. For example, is it a 1st
or 2nd order change? Continuous or
discontinuous? Type I, II, or III change calling
for what type of leadership? How might you
create urgency for yourself in order to start
making the change? Would it be appropriate to
mobilize a guiding/supportive team, and why or
why not? If so, identify the roles of the support
team. This paper must be submitted in APA
format
2. Utilizing your organizational case study, filter
the change issue through the studied stages of
change utilizing one of the change models
presented. Analyze how individuals in the
organization both see and feel about the current
state and possible change, and contrast that with
how they (and you) may both analyze and think
about that state and change. This paper should be
2-3 pages.
3. Oral presentation: Choose a current event (the
more global the better) and discuss it using Type
I, II, and II change as well as 1st and 2nd order
change. Give a PowerPoint team presentation to
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3
Vision
Kotter: Step 3-4
Communication and Agreement Heifetz: 8
Creative Deviance
the class on the current event of your choice.
1. Team assignment: Share with a small group, a
reflection of your attitude and feelings regarding
the professional change. Discuss and reflect on
your peers’ professional changes. Examine and
compare the rationale for the changes.
2. Analyze at least one group member’s global
change topic. Try to avoid emotional response,
or response based solely on opinion. Consider
your own reaction to the topic and explanation
and discuss that as well. Utilizing the models,
stages, and ideas presented thus far, continue
your organizational case study. Be sure to
discuss how you, as a change agent, would create
the urgency or motivation necessary to initiate
change. If a guiding team is appropriate, what
organizational roles should be included? Schein
(1996) suggests that teams are often ineffective
because of the Western focus on rugged
individualism. If so, how will you facilitate
building a strong and effective guiding team?
Finally, what is your organization’s vision?
Does it need modification? If so, what might the
vision be? Additionally, create a vision
statement for the change itself. Be prepared to
share your analysis with the instructor and the
class.
3. Professional Goal: Continue to filter your efforts
through the models and stages. Would you
classify the process of implementing this change
as adaptive leadership? Why or why not? Share
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4
Empowering Action
Positive Reinforcement
Kotter: 5 & 6
Heifetz: 9
5
Tenacity
Maintenance and follow through
The Dangers of Change
Leadership
Kotter: 7-8
Heifetz: 10
Cuilla Article
6
Personal Care
Heifetz: 11
your 3-5 paragraph reflection with the class
1. Case History: Communication is often
something that fails in organizations, with
detrimental and far reaching effects. Examine
your case study for communication failures, and
address how you might repair or rebuild
communication channels to facilitate change.
Add this outline to your continuing case history
analysis.
2. Professional Goal discussion: Has your
identified professional goal necessitated any type
of creative deviance? How have you empowered
yourself to act? Are you rewarding your positive
behavior appropriately? Is it working? Share
your answers with the class in a discussion.
1. Respond to the Cuilla article in 2-3 pages. Is
Ciulla’s contention that bogus empowerment
exists correct or incorrect? Consider your
personal experience. Have you ever experienced
bogus empowerment? Have you been part of or
aware of an organization where this type of
empowerment has occurred? Use additional
sources from the literature to support your
assertion.
2. Consider your current organizational case and
plan. How can you ensure that your plan and
approach won’t end up as bogus empowerment
(Ciulla, 1996)? Write a 1-3 page reflection on
these questions and submit.
1. Many theorists suggest that change agents are at
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7
Resistance to Change
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Final Paper
Gravenhorst Article
risk. Find an example of a well-known change
agent, the risks they took, and the final outcome
for change and for the agent and share the case
with the class.
2. Professional Goal: Chart your progress. What is
supporting and/or interfering with your attempts
to enact professional change? Is this change
necessary for you to facilitate a healthier role as
a leader? Summarize your findings in a 1 – 2
page paper.
1. Utilizing your current analysis, focus on possible
reasons for resistance to change, and how that
resistance might be shifted. Do not mention
names, only roles when discussing this
resistance, reasons, and possible solutions
utilizing models presented in class, as well as
models found in sound academic journals.
Submit a 3-5 page paper of resistance and
solutions to the instructor and add it to your
ongoing case analysis.
2. Professional Goal: Do you see resistance in
yourself in regards to your professional change?
Consider the literature presented as well as
external sources to explore resistance as it
applied to you and your change. Write a short
summary of your experience processing change
as a personal journey. Share this 3-5 paragraph
summary in class.
 Final integrative paper. This will be a 15-20
page paper using APA format. Using your case
study, integrate the ideas and theories studied in
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class to describe a strategy and plan to facilitate
the change(s) you see as necessary, as if you
were an independent consultant. Special
emphasis should be placed on implications and
recommendations for improvement. Be certain to
address the impact of change upon stakeholders,
and the demands of being a change facilitator.
Use peer reviewed sources and be
comprehensive in scope.
Grading Criteria
Grading Scale
A
AB+
B
BC+
C
CF
100 - 93
92 - 90
89 – 88
87– 83
82 - 80
79 – 80
77 – 73
72 – 70
69 and below
Grading requirements
Attendance/participation
Weekly Assignments
Final paper
Discussion Responses
25%
20%
35%
20%
100%
Library
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books
and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers,
Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are
directly accessible through the Online Public Access Catalog at http://library.argosy.edu. All resources in Argosy University’s online
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collection are available through the Internet. The library will provide students with links, user IDs, and passwords. A detailed list of
online resources is located at http://library.argosy.edu/misc/onlinedblist.html. In addition to online resources, Argosy University’s
onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog
searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy
University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and
transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level
research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and
practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate
feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University
requires that the submission of all course assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the
American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please
refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format.
Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult
the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and
ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources.
You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help
educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to
billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common
information and duplicative language.
Americans with Disabilities Act Policy
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It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with
the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director
of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be
provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing
via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her
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Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both
the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes
essential to working with people from a wide range of backgrounds.
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