Leading Organizational Change
ORLD 7500
Master of Arts in Organizational Leadership
St. Catherine University
Spring Term 2012
Credits:
3
Prerequisites:
ORLD 6200
Class Meets:
Thursdays - 6:00 – 9:00 p.m.
 April 12 & 19
 May 3, 10 (Online Week), 17, 31
 June 21, 28
Location:
Mendel Hall 107
Instructor:
Amy Batiste, Ed.D.
amy@amybatiste.com
(612) 799-3244
Office hours by appointment
Course Syllabus*
Course Description:
Leading planned organizational change, as defined by the authors of our core
textbook (Organizational Change: An Action-Oriented Toolkit), involves a set of
activities and processes designed to change individuals, groups, and organizational
processes, systems and structures. While we will explore and apply different
change models, processes and tools to drive change, this course is really about the
work of inspiring, motivating, guiding and challenging others to accomplish
organizational goals and objectives.
This course balances the theory and practice of leading change with the goal of
expanding our knowledge and skills to anticipate, recognize, influence, generate
and evaluate change in the context of a rapidly changing workplace, community
and global marketplace. Through readings, change frameworks, class activities,
discussions, and a real change project, students will directly apply what they learn
and build capabilities to perform in various change roles.
ORLD 7500 Spring 2012 Syllabus
Leading Organization Change
Page | 1
Course Objectives:
Leading Organizational Change is an experiential learning journey of discovery.
This course is designed to support the following objectives:
1. Synthesize and apply organization change theories and models.
2. Practice adaptive/change leadership skills including anticipating, recognizing,
evaluating, influencing, and generating change in organizations.
3. Develop an understanding of the processes through which planned change may
be accomplished including, but not limited to:
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The development of the need for change;
The creation of vision;
The analysis and influencing of stakeholders;
The development of a change strategy;
Leading across differences; and
Managing transitions
4. Develop adaptive leadership/change agent competencies by initiating and
making progress on a change project that results in meaningful, useful
organizational change.
5. Reflect while learning in action.
Course Texts and Materials:
Supplemental course materials may be suggested or required.
 Required Texts
Cawsey, T. F., Deszca, G., and Ingols, C. (2011). Organizational change:
An action-oriented toolkit. Thousand Oaks, CA: Sage Publishing.
HBR's 10 Must Reads on Change Management (2010). Boston, MA:
Harvard Business Press.
Note: This collection of articles is available for download from Harvard Business
Publishing. The cost is $24.95. Please purchase the paperback or download
version before class. http://hbr.org/product/baynote/an/12599-PDFENG?referral=00507
 Required Videos & Articles (Available on Blackboard)
Change Leader Case Study featuring Michelle Rhee, former superintendent of
Washington D.C. Public Schools. A series of eight short videos to be viewed
during Online Week (May 7-11).
ORLD 7500 Spring 2012 Syllabus
Leading Organization Change
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Course Assignments:
Throughout this course, students will identify, design and complete an individual
change project. The bulk of the assignments are associated with key milestones for
project completion including: a proposal, a needs analysis, a stakeholder analysis,
a change strategy, a project briefing and a final paper that integrates each
component.
Guidelines and grading rubrics for each assignment will be posted on Blackboard
and reviewed the first day of class. All assignments are due by 11:59 p.m. on
the due date unless otherwise noted.
Assignment
Due Date(s)
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April 19, 2012
April 26, 2012
Week of May 7, 2012 (Online Week)
May 10, 2012
May 24, 2012
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Personal Change Assessment/Reflection
Change Project Proposal
Case Study Discussion (Two Posts)
Change Leader Interview
Change Project Strategy & Action Plan
Change Thought Leader Teach Back
(Group Assignment)
Project Briefing Abstract (Ungraded)
Change Project Briefing
Change Project Final Paper
Due Dates TBD
June 14, 2012
June 28, 2012
June 28, 2012
Grading is based on 100 total points:
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Personal Change Assessment/Reflection
Change Leader Interview
Change Project Proposal
Case Study Discussion
Change Project Strategy & Action Plan
Change Thought Leader Teach Back
Change Project Briefing
Change Project Final Paper
Class Participation
5 Points
5 Points
5 Points
5 Points
10 Points
15 Points
15 Points
30 Points
10 Points
Final Grades:
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A Range = Superior results, work exceeds expectations.
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B Range = Competent work, meets expectations.
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C-D Range = Average or below average work, lack of integration
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F = Missed the mark on all criteria.
ORLD 7500 Spring 2012 Syllabus
Leading Organization Change
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Additional information about grades:
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For each week a graded paper is late and for which no pre-arrangement has
been made with the instructor, points are lowered by one letter grade. One
week late, top possible grade = B; Two weeks late, top possible grade = C, etc.
If you anticipate that you might be late in turning in an assignment, you are
responsible for making arrangements with the instructor, in advance.
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Grades and written feedback will be provided as soon as possible.
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Rewrites on assignments will not be permitted in this course.
Incompletes:
A grade of Incomplete is given only in cases of dire emergency. See the MAOL
Handbook, the Graduate Catalogue or on-line Incomplete Form for information
about under what circumstances an incomplete grade can be given. Published
deadlines must be adhered to when filing for an Incomplete and when completing
the required work.
Course Expectations & Norms:
Realities of Change
Leading change can be very satisfying. However, no matter how clear the change
vision might be, or how well planned, change is often difficult, messy and filled with
uncertainty and tension. The course is a great “laboratory” in which to experience
the realities of change. Students are encouraged to embrace the course as an
opportunity for experimentation. There will be times when some students typically
want all of the answers and a prescribed path to achieve course goals and
objectives. That’s just not how change leadership works all of the time. Coping
with ambiguity and being resilient are key traits of effective change leaders! So
students are encouraged to have a mindset of experiencing the journey of leading
change.
Practice Inclusion
The MAOL Program has set goals to create an enriching environment and
educational experience that embraces the realities of a diverse and changing world.
Leading organizational change is, fundamentally, a human experience. Students
are expected to demonstrate ethical behavior, help create a climate for mutual
learning, respect differences in all dimensions and practice inclusive behaviors that
support the full engagement of each class member. This is the real work of
leaders, and it takes a certain level of skill and understanding to work across
multiple individual and organizational differences and draw out the best in others to
get things done. Throughout this course, students are expected to demonstrate
behaviors that support creating and sustaining an inclusive learning environment.
This includes, but is not limited to, honoring differences, suspending judgment of
yourself and of others, encouraging multiple perspectives, engaging in respectful
ORLD 7500 Spring 2012 Syllabus
Leading Organization Change
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discussions, assuming positive intent, embracing feedback as a gift, and being fully
present.
Class Management:

The syllabus serves as the course “contract.”
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Students are expected to be on time and prepared for class. This includes
completing all assigned readings in advance. Class time will be spent on
discussion, synthesis and application, which requires students to be familiar with
content each week.
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Students are expected to be familiar with the MAOL handbook.
Attendance:
o The quality of learning of the class as a whole depends on the engaged and
prepared attendance of each class member. In turn, the group experience
cannot be replicated through individual papers or reading. Grades will be
based in part on attendance, timeliness, preparation and active participation.
o If you have to miss a class, notify the instructor and also a colleague to
arrange for getting handouts, taking notes on your behalf, etc. You will be
expected to complete a reflection paper on the missed class topics. If you
expect to miss two classes, according to the MAOL handbook you should not
sign up for the course. If for some reason you miss two classes, you will
need to retake the course.
o Attending the first and final class is a requirement of the course.
Communication:
o Students are expected to use the online course management system unless
otherwise instructed.
o Students are expected to respond to emails from the instructor in a timely
manner.
Disclaimer:
The instructor reserves the right to alter any aspect of this syllabus in order to
incorporate timely issues or topics, or to meet learning needs that emerge after the
course begins. Students will be notified in advance of any change and a revised
syllabus will be provided.
Academic Integrity
Students will be expected to comply with University policies and procedures
regarding academic integrity as spelled out in Le Guide. Independent work is
required on all class work, exams and projects without express instructions from
the instructor regarding assignments involving collaboration and teamwork. All
ORLD 7500 Spring 2012 Syllabus
Leading Organization Change
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written work is to be the student’s original work with correct APA citations for all
outside sources from which ideas, language or quotations are derived.
Plagiarism
Plagiarism is the act of passing off someone else’s work as your own. It includes such dishonest
practices as buying, borrowing or stealing a paper to turn in as your own or simply copying someone
else’s words without putting them in quotation marks and identifying the author and source. Most
students are not so dishonest as to buy or steal a paper. Many students, however, inadvertently
plagiarize because they do not realize that what they are doing is, in fact, plagiarism and thus
dishonest. Avoiding plagiarism is much more complicated than simply not copying other people’s work.
In an attempt to avoid plagiarizing, students often paraphrase the passages they want to use.
Basically, paraphrasing is stating something in different words. As such, it is a useful device. The
problem is that is can lead you to unintentional plagiarism if it is not done properly. Changing a few
words in a passage and then using it in your paper without documentation is plagiarism. Changing a
few words and then using it in your paper even with proper documentation is also plagiarism. When
you paraphrase other people’s ideas, you have two choices: 1) you may quote the passage exactly,
put it in quotation marks, and cite it; or 2) you may change the wording of the passage so that the
ideas are explained substantially in your own words and cite it. Anything in between is plagiarism.
One reason some students inadvertently plagiarize is the pressure they feel to come up with new
ideas, to be original, even with topics that they know little about. In academic settings such as college
courses, it is difficult if not impossible to come up with totally original ideas, especially on topics with
which you are unfamiliar. When an instructor asks for original thinking, she/he often means thinking
through ideas to find your own perspective on them and then expressing those ideas in your own way.
In doing so, you may and often should use other people’s ideas to add to or support your own. When
you do so, however, you must give them credit.
Source: O’Neill Center for Academic Development
Please note: Plagiarism will result in a failing grade on the specific
assignment in question, will impact the student’s final course grade and
will result in Academic Probation.
Disability Statement
Students with disabilities who believe that they may need accommodations in this
class are encouraged to contact the Office of Resources for Disabilities X6563 as
soon as possible. If you have a documented disability that requires
accommodation, please provide the instructor with the accommodation plan at the
first class session.
Evaluation
Student evaluation of the course and the instructor is an important aspect of the
MAOL Program’s review process. Students will have an opportunity to evaluate
instructional effectiveness, relevance of course content, assigned readings and
texts, assignments, evaluation methods and the quality of the learning experiences.
ORLD 7500 Spring 2012 Syllabus
Leading Organization Change
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ORLD 7500 Session Roadmap: Spring 2012 (as of 3/20/12)
WK
Date
Topics
Session Preparation
Course Overview
April 12
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Read Toolkit Chapters 1, 8 & 11
Complete Toolkit Exercise 1.2 (p.30)
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Introduction to Change Project
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Planning the Change
Change Theory, Models & Frameworks
Change Project Proposal Planning
Read Toolkit Chapters 2 – 4
Read HBR – (1) Cracking the Code of
Change & (2) Leading Change
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Doing the Change – Part 1
Developing the Change Strategy
Engaging & Managing Others
Read Toolkit Chapters 5 – 7
Read HBR – (1) Why Change
Programs Don’t Produce Change, (2)
Tipping Point Leadership & (3) The
Real Reason People Won’t Change
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ONLINE WEEK
Read HBR – A Survival Guide for
Leaders
1
2
April 19
3
May 3
4
May 10
5
Initiating Change
The Need & Vision for Change
Leading Change in Action
Case Study: Michelle Rhee
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May 17
Introduction to Leading Change
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Leading Change – Issues & Challenges
Guest Speaker (TBA)
Doing the Change – Part 2
Action Planning
6
May 31
7
June 21
June 28
Read Toolkit Chapter 9
Read HBR – (1) Leading Change
When Business is Good & (2) Radical
Change the Quiet Way
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Communicating Change
Measuring Change
Read HBR – (1) The Hard Side of
Change Management & (2) Change
Through Persuasion
Read Toolkit Chapter 10
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Change Project Lab
Guest Speaker (TBA)
TBD
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8
See Blackboard for links to videos and
other case materials
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Assignments Due
Review all content on
Blackboard so that you are
familiar with assignments
before class.
Personal Change
Assessment/Reflection
Reminder: Change Project
Proposal Due April 26
Teach Backs
1. Two online posts on
Reading & Rhee Case
Study
2. Change Leader Interview
Teach Backs
Reminder: Change
Strategy & Action Plan Due
May 24
Teach Backs
Reminder: Post one-page
Project Briefing Abstract on
Blackboard June 14
Preparation for Final Class
Practice your briefing!!
Change Project Briefing
Final Paper
Celebrate Success
Change Project Briefings
`
ORLD 7500 Spring 2012 Syllabus
Leading Organization Change
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MAOL Student Final Course Assignment Pick-up Policy
Adopted May 6, 2010
To comply with FERPA privacy regulations, MAOL students have two options to
retrieve final course assignments:
OPTION #1:
 Students may submit their final assignment to their instructor with a selfaddressed, pre-paid stamped envelope in which the instructor will mail the
graded assignment back to the students.

Team assignments must include a cover sheet listing the designated name
and address where the assignment should be mailed.
OPTION #2:
 Students may pick up their final assignments at the WEC/Graduate Student
Office, 203 Derham Hall.
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Students will be required to show their St. Catherine University ID and may
not pick up assignments for classmates.
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Team assignments must be submitted to the instructor with a cover sheet
listing the designated name for assignment pick-up. The team assignment
will not be released to any other team member.

Faculty will deliver course assignments alphabetized to the WEC/Graduate
Student Office within 48 hours of submitting final grades. Final grades for
spring term are due July 8, 2012. Final papers will be delivered to the WEC
Office by July 10, 2012.

Students may pick up their work from the WEC/Graduate Student Office,
Derham Hall 203 during office hours. 651-690-6542
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Spring term papers will be held until October 1, 2012.
Please note: MAOL instructors spend significant time commenting on student
work and believe that learning occurs when students review their work and
reflect on feedback. Students are strongly encouraged to retrieve final
assignments and add them to their Leadership Portfolios.
ORLD 7500 Spring 2012 Syllabus
Leading Organization Change
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