PLYMOUTH STATE UNIVERSITY
College of Business
BU 5230 (3 credits)
Management of Organizational Changes
Meeting Dates & Times:
May 31, 2013 (9:00 a.m. - 9:00 p.m.)
June 1, 2013 (9:00 a.m. - 9:00 p.m.)
June 2, 2013 (9:00 a.m. - 3:00 p.m.)
Robert (Bob) McElwee
E-Mail: rlmcelwee@plymouth.edu
EDUCATIONAL APPROACH
Learning is a complex process of acquiring information, developing understanding, and deriving
meaning from what we hear, see, read, and experience. Consequently, learning is an active, dynamic
process that requires us to listen, talk, read, reflect on, and write about the ideas, issues, and concerns we
encounter and to try to understand and practice the skills we seek to master. As learners we are required
to question the orthodox or conventional, the taken-for-granted realities, in order to develop our own
ways of thinking, feeling, or acting. In other words, real learning requires adjustments or changes in the
way we think, feel, and/or behave. As Oliver Wendell Holmes once observed: "Man's mind stretched to
a new idea never goes back to its original dimensions."
Consequently, no one can learn for you nor should you regard yourself as an empty receptacle to be
"filled" by the sagacity of teacher and/or textbook. As a teacher, all that I can do, should do, for you is
to guide your learning by coordinating available learning resources, by facilitating our exchange of
information, and by stimulating your thought and effort. Rest assured, however, that I want you to be
a successful learner and that I will assist you in any way I can.
If learning is not occurring, the explanation most likely resides within our teaching-learning system: my
instructional approach and/or skills, your cognitive abilities and/or learning skills, and/or our respective
work efforts. So, we must work together on a continuous basis to improve the operation of our system.
Only by doing so can we assure our mutual success.
The process of learning is frequently difficult, and our efforts are often imperfect. Yet, not only the
outcomes but also the struggle to produce them can prove rewarding. Expected outcomes of the
learning process are added knowledge and skills, greater self-understanding, an enhanced capacity for
independent judgment, and the wherewithal to confront challenges, solve problems, and add value to
any personal, organizational, or social endeavor. As Peter Senge, Senior Lecturer at MIT's Sloan School
of Management and Chairperson of the Society for Organizational Learning (SoL), stated in The Fifth
Discipline: The Art & Practice of the Learning Organization (1991): "Real learning gets to the heart of
what it means to be human. Through learning we re-create ourselves. Through learning we become
able to do something we never were able to do. Through learning we reperceive the world and our
relationship to it. Through learning we extend our capacity to create, to be part of the generative process
of life" (p.14).
"Live to learn, and you will learn to live." B Portuguese Proverb
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COURSE RATIONALE & DESCRIPTION
Change is a universal characteristic of organizations in the new millennium, and the pace of change is
accelerating. Yet, as Niccolo Machiavelli observed in 1532 in The Prince: AThere is nothing more
difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead
in the introduction of a new order of things.@
According to PSU=s Graduate Catalog this course is Aa study of the nature and scope of organizational
change and development from the perspective of the practicing manager...The case method will be
used...[But]...emphasis is on the role of the practicing manager in the control and facilitation of
organizational change.@
More specifically, upon successful completion of this course, the student should be able to:
# Demonstrate knowledge of the theory and practice of organizational change,
what works and what doesn=t.
# Appreciate the human dynamics involved in leading in times of change and transition.
# Explain the role of leaders in consciously shaping employee engagement, connectedness,
and performance and in developing organizational capabilities for change.
# Use diagnostic and analytic skills for effecting organizational change.
# Employ the tools and tactics for leading change in organizations.
# Demonstrate the attitudes, knowledge, and skills required to lead transitions and effect change.
# Apply lessons learned to a specific organizational change challenge.
Course objectives will be realized through a combination of reading, writing, lecturettes, discussions,
class exercises, cases, audio-visual materials, and student projects.
You are urged to share you opinions, experiences, and questions with your classmates and with me
throughout the course.
COURSE MATERIALS
1 - Cohen, D.S. (2005). The heart of change field guide. Boston: HBSP. ISBN: 1-59139-775-8
2 - Bunker, K. & Wakefield, M. (2005). Leading with authenticity in times of transition. Greensboro,
NC: CCL Press. ISBN: 1-882197-88-7
3 - Harvard Business School Press (www.hbr.org)
Leading change at Simmons (Part A, HBS Case 9-406-046, Rev. May 3, 2007)
The instructor will provide Parts B, C, D & E during the course.
COURSE REQUIREMENTS
Before the Course
1. Read The Heart of Change Field Guide by Dan S. Cohen (based on John P. Kotter=s
Leading Change) and create a topical outline (8-10 pages, typed) of important points
regarding the eight-step process for leading successful change. The outline is to be
submitted no later than the end of Day 1 of the course. (75 pts.)
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2. Identify, analyze, evaluate, and prepare a written description (6-8 pages, typed) of a recent
(last 12-18 months) significant change within your organization. In the paper please
answer the following questions using the materialprovided in The Heart of Change Field
Guide to inform and frame your responses:
a. What was the intent (aspirations, expectations, or goals) for the change?
b. To what extent was the intent realized?
c. What went well effecting the change ?
d. What didn’t work as well?
e. What can be learned from the experience?
f. What would you recommend be done differently in the future and why?
The paper is to be submitted at the end of Day 1 of the course. (100 pts)
or
Select an organization that has undergone a major change initiative. Contact a
representative of that organization, preferably someone who was instrumental in
the development and implementation of the change under scrutiny. Conduct an
in-depth interview in person or by telephone using questions drawn from or based
on the framework of The Heart of Change Field Guide. Prepare a summary transcript
of that conversation (10-12 pages, typed) to be submitted at the end of Day 1 of the
course. This option is available only to those without an organizational affiliation.
(100 pts.)
3. Read and discuss the required Harvard Business School cases and Leading With
Authenticity in Times of Transition. (50 pts.)
4. Identify and bring with you a proposed change initiative that links directly to your
organization=s mission, needs to be done, and, if accomplished, would have a
positive impact on your organization. The initiative should be something which you
can influence and for which you are accountable. Make sure that the initiative is neither
too big (more than six months) nor too small (just a few days).
During the Course
5. Participate in an in-depth exploration of the eight-step process for leading successful
change. (50 pts)
6. Using a structured format, share personal organizational experiences with change with
fellow course participants and participate in discussion focused on leading during
organizational transition. (50 pts)
7. Explore the real-world application of learning using Harvard Business School cases. (50 pts.)
8. Consult in small business teams in a change management simulation (Managing the
Merger). This will include preparation and delivery of a team presentation. (50 pts.)
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9. Exercise opportunities to apply the eight-step process for leading successful change
experiences to your proposed change initiative.
After the Course
11. Using the framework provided in The Heart of Change Field Guide prepare and submit
a plan of action for effecting the earlier-referenced desired organizational change (6-8
pages, typed). (100 pts.)
or
Prepare and submit an abstract (using a specified format) of a book from the selected
works listed below. This option is available only to those without an organizational
affiliation. Students must contact the instructor in advance of the first course meeting for
the required format. (100 pts.)
ACCOUNTABILITY
Accountability refers to the reciprocal obligations incurred in any enterprise through the
collective expenditure of time, energy, and money. In this instance it means, on the one hand,
that I'm responsible for using my expertise, experience, and facilitation skills to achieve course
goals in as interesting, informative, and relevant a fashion as the subject matter and audience
permit. You will have an opportunity to assess the quality of instruction at the end of the
course. On the other hand, you, individually and collectively, are obliged to pursue mastery of
the stated goals and objectives of the course.
Grades
Letter grades shall be determined on the basis of the total points you've accumulated by the end
of the term. The equivalency of grades and total points earned shall be as follows:
A
AB+
B
BC+
C
CD+
D
DF
=
=
=
=
=
=
=
=
=
=
=
=
483 pts. (92%)
473 pts. (90%)
462 pts. (88%)
431 pts. (82%)
420 pts. (80%)
411 pts. (78%)
378 pts. (72%)
368 pts. (70%)
340 pts. (68%)
326 pts. (62%)
315 pts. (60%)
314 pts. & below
Course activities and their point values are as follows:
A. Topic Outline
B. Organization Analysis (or Transcript)
C. Participation
D. Change Initiative (or Book Abstract)
75 pts.
100 pts.
250 pts.
100 pts.
4
TOTAL
525 pts.
SCHEDULE OF ACTIVITIES (subject to adjustment)
Day 1
7:00 a.m.
Breakfast (Compliments of Silver Fox Inn)
9:00 a.m.
Introduction
! Overview of Course
! Getting Acquainted
9:45 a.m.
Break (10 minutes)
9:55 a.m.
The Nature of Organizational Change and Transition (Part 1)
! Change and Transition
! Canons of Change
! Dimensions of Change
11:00 a.m.
Break (10 minutes)
11:10 a.m.
The Nature of Organizational Change and Transition (Part 2)
! Personal Perspectives on Change and Transition
! Change Resiliency and Change-Ability
Noon
Lunch (60 minutes)
1:00 p.m.
Exploring The Heart of Change Field Guide
2:30 p.m.
Break (10 minutes)
2:40 p.m.
Applications of The Heart of Change Field Guide (Part 1)
3:30 p.m.
Break (10 minutes)
3:40 p.m.
Applications of The Heart of Change Field Guide (Part 2)
4:30 p.m.
Open
6:00 p.m.
Dinner
7:00 p.m.
Case – Leading Change at Simmons (Part A)
9:00 p.m.
Recess
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Day 2
7:00 a.m.
Breakfast (Compliments of Silver Fox Inn)
9:00 a.m.
Case - Leading Change at Simmons (Part B)
9:45 a.m.
Case - Leading Change at Simmons (Part C)
10:30 a.m.
Break (15 minutes)
10:45 a.m.
Case - Leading Change at Simmons (Part D)
Noon
Lunch (60 minutes)
1:00 p.m.
Introduction to Managing the Merger
1:15 p.m.
Managing the Merger – Individual Analysis
1:30 p.m.
Managing the Merger – Group Discussion
2:30 p.m.
Break (15 minutes)
2:45 p.m.
Group Presentation Preparation
3:15 p.m.
Group Presentations
3:45 p.m.
Review of Change Model & Suggested Approach
4:00 p.m.
Issues in Transition
4:30 p.m.
Open
6:00 p.m.
Dinner
7:00 p.m.
Effective and Ineffective Leadership in
Change and Transition
9:00 p.m.
Recess
Day 3
7:00 a.m.
Breakfast (Compliments of Silver Fox Inn)
9:00 a.m.
Understanding & Dealing With Resistance



Resistance: What and Why
Immunity to Change
Engaging Resistance and Fostering Commitment
10:20 a.m.
Break (15 minutes)
10:35 a.m.
Creating the Conditions for Change
 Making a Compelling Case for Change
 Communication Strategies & Tactics
 Supporting the Change Journey
Noon
Lunch (60 minutes)
1:00 p.m.
Change Lessons Learned
1:40 p.m.
Personal Application of Learning
2:40 p.m.
Course Evaluation
3:00 p.m.
Adjournment
ACADEMIC INTEGRITY
AAcademic integrity is the foundation of the pursuit of knowledge. All members of the academic
community are expected to be dedicated to the pursuit of knowledge in an honest, responsible,
respectful and ethical manner...Violation of academic integrity includes any act which portrays a
member of the academic community as having acquired knowledge through legitimate study or
reasearch which, in fact, has been stolen. Violation of academic integrity includes also any act
which gains one member of the academic community an unfair advantage over another. This
includes any act hindering the academic accomplishment of another@ (University Policies ,
Plymouth State University, http://www.plymouth.edu/graduate/academics/catalog/universitypolicies/).
ADA STATEMENT
Plymouth State University is committed to providing students with documented disabilities equal
access to all university programs and facilities. If you think you have a disability requiring
accommodations, you should immediately contact the PASS Office in Lamson Library (5352270) to determine whether you are eligible for such accommodations. Academic
accommodations will only be considered for students who have registered with the PASS Office.
If you have a Letter of Accommodation for this course from the PASS Office, please provide the
instructor with that information privately so that you and the instructor can review those
accommodations.
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Selected Bibliography
for
Management of Organizational Changes
Anderson, D. & Anderson, L.A. (2010). Beyond change management. San Francisco:
Jossey-Bass/Pfeiffer.
Anderson, D. & Anderson, L.A. (2010). The change leader=s roadmap. San Francisco:
Jossey-Bass/Pfeiffer
Axelrod, R H. (2000). Terms of engagement. San Francisco: Berrett-Koehler.
Beach, L. R. (2006). Leadership and the art of change. Thousand Oaks, CA: Sage.
Beerel, A. (2009). Leadership and change management. Thousand Oaks, CA: Sage
Beitler, M.A. (2006). Strategic organizational change. Greensboro: PPI.
Bevan, R. (2011). Changemaking: Tactics and resources for managing organizational change.
Seattle: CreateSpace.
Black, J.S. & Gregersen, H.B. (2002). Leading strategic change. Upper Saddle River, NJ:
Financial Times/Pearson.
Blanchard, K. & Britt, J. (2009). Who killed change? New York: Morrow.
Bossidy, J. & Charan, R. (2002). Execution. New York: Crown Business.
Bregman, P. (2007). Point B: A short guide to leading a big change. New York: Space for Change.
Bridges, W. (2009). Managing transitions: Making the most of change. Cambridge, MA:
Da Copo/Perseus.
Bunker, K. A. & Wakefield, M. (2005). Leading with authenticity in times of transition.
Greensboro, NC: CCL.
Burke, W.W. (2010). Organizational change. Thousand Oaks, CA: Sage.
Cameron, E. & Green, M. (2012). Making sense of change management. Philadelphia:
Kogan Page.
Chakravarthy, B. & Lorgane, P. (2008). Profit or growth? Upper Saddle River, NJ: Pearson.
Clark, T. R. (2008). Epic change: How to lead change in the global age. San Francisco:
Jossey-Bass.
Conger, J.A.; Spreitzer, G.M. & Lawler, E.E., III, eds. (1999). The leader=s change handbook.
San Francisco: Jossey-Bass.
Duncan, R.D. (2012). Change-friendly leadership. New York: Maxwell Stone.
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
Fullan, M. (2004). Leading in a culture of change: Personal action guide and workbook.
San Francisco: Jossey-Bass.
Gardner, J. (2004). Changing minds. Boston: HBSP.
George, B. (2007). True north. San Francisco: Wiley.
Harari, O. (2007). Break from the pack. Upper Saddle River, NJ: FT Press.
Hayes, J. (2010). The theory and practice of change management. New York: Palgrave
Macmillan.
Heath, C. & Heath, D. (2010). Switch: How to change things when change is hard. New York:
Broadway.
Holman, P., Devance, T., & Cady, S. (2007). The change handbook. San Francisco:
Berrett-Koehler.
Johansen, B. (2007). Get there early. S an Francisco: Berrett-Koehler.
Johansen, B. (2009). Leaders make the future. San Francisco: Berrett-Koehler.
Kahan, S. & George, B. (2010). Getting change right. San Francisco: Jossey-Bass.
Kaplan, R. S. & Norton, D. P. (2008). The execution premium. Boston: HBSP.
Kegan, R. & Lahey, L. L. (2009). Immunity to change. Boston: HBSP.
Kotter, J. P. (2008). A sense of urgency. Boston: HBSP.
Kotter, J. P. (2010). Buy-In: Saving your good idea from getting shot down. Boston: HBSP.
Kotter, J. (2012). Leading change. Boston: HBRP.
Kotter, J.P. & Cohen, D.S. (2002). The heart of change. Boston: HBSP.
Lawler, E.E. ,III & Worley, C.G. (2006). Built to change. San Francisco: Wiley.
Luecke, R. (2003). Managing change and transition. Boston: HBSP.
Matejaka, K. & Murphy, A. (2005). Making change happen. Mountain View, CA: Davies-Black.
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Olson, E.E.; Eoyang, G.H.; Beckhard, R.; & Vaill, P. (2001). Facilitating organizational
change. San Francisco: Pfeiffer.
Palmer, I: Dunford, R; & Akin, G. (2009). Managing organizational change. Boston:
McGraw-Hill.
Patterson, K.; Grenny, J.; McMillan, R.; & Switzler, A. (2005). Crucial confrontations.
New York: McGraw-Hill.
Patterson, K.; Grenny, J.; Maxfield, D.; McMillan, R.; & Switzler, A. (2008).
Influencer: The power to change anything. New York: McGraw-Hill.
Quinn, R.E. (2004). Building the bridge as you walk on it. San Francisco: Jossey-Bass.
Senge, P.; Scharmer, C.O.; Jaworski, J.; & Flowers, B.S. (2005). Presence. New York:
Currency.
Shell, G.R. & Moussa, M. (2007). The art of woo. New York: Portfolio/Penguin.
Toppin, G. (2005). Business consulting: A guide to how it works and how to make it work.
New York: Bloomberg Press.
Weiss, A. (2003). Organizational consulting: How to be an effective internal change agent.
San Francisco: Wiley.
“What is success in this world? I would say it consists of four simple thingsB
to live a lot, to love a lot, to laugh a lot, and from it all, to learn a lot."
C Richard J. Needham
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