Designing and facilitating complex systems change in organizations BSAD 376 - Management of Change in Organizations Professor: Merryn Rutledge, Ed. D, BCC, GPCC Description This course explores the complex interactions in a change process and teaches students how to diagnose, design and implement change that lasts. Using organizational development and organizational behavior frameworks, we explore how to choose and adapt change strategies in light of organizational culture, structure and power dynamics. We explore factors that contribute to successful and failed change initiatives. Learning methods This is an interactive course using discussion, small group work and personal reflection on organizational changes students have experienced. The goal of discussion of readings and case studies is to learn frameworks and strategies that can be applied in practice. During the two weeks of classes, students create the outlines of a final project that is due several weeks after the final class day. Audience MBA, MPA, MSA, Ed.D, Ph. D and other graduate level students who enroll through CE Reading Course topics, by week Week 1 Layers of complexity in organizational change ? Issues to consider in change management ? Change models, frameworks and theories to choose from when guiding change ? Choosing a change model based upon seeing the ?character? of an organization and its parts (Morgan?s metaphors and Bolman & Deal?s 4 frames) Planning and beginning to lead a change effort ? Using case studies to diagnose need and practice choosing from alternative change models and strategies ? Understanding your role as change agent ? Focus on facilitating a change project team ? Choosing levels in the system where you can intervene Week 2 Working with resistance, covert processes and power dynamics ? Identifying power dynamics and covert processes that affect change in organizational systems ? Learning to see and reframe resistance ? Wicked and tame change processes ? Practice?using case studies Implementing and sustaining change ? Understand how to ?see? organizational culture and influence its change ? Challenges in and keys to sustaining change ? Synthesis of what we have learned Books and articles?including reading due by course opening Please buy the three books: Cameron & Green, 2012 (3rd edition); Marshak, 2006; Schein, 2009 (hard cover edition was 2009; soft cover June 2011). Recommended: read all Cameron & Green week one readings, plus Marshak and Schein books BEFORE the opening of the course. Articles, case studies and additional handouts will be posted on Blackboard. Stevenson article can be downloaded from the web. (Ace & Parker, 2010; Bracken, 2005; Bryant, 2010; Cameron & Green, 2009; Schein, 2009; Schwarz, 2005) (Stragalas, 2010) (Marshak, 2006) (Stevenson, 2004) Ace, W., & Parker, S. (2010). Overcoming change fatigue through focused employee engagement. OD Practitioner, 42(1), 21-25. Bracken, J. (2005). Eight Ps of Effective Facilitation Planning and Preparation. In S. Schuman (Ed.), The IAF Handbook of Group Facilitation (pp. 57-72). San Francisco: Jossey-Bass. Bryant, A. (2010, May 30, 2010). Corner Office: Stephen I Sadove. New York Times. Cameron, E., & Green, M. (2012). Making sense of change management: a complete guide to the models, tools and techniques of organizational change (3rd ed.). Philadelphia: Kogan Page. Marshak, R. J. (2006). Covert Processes at Work, Managing the Five Hidden Processes of Organizational Change. San Francisco: Berrett-Koehler Publishers, Inc. Schein, E. (2009). Helping, understanding effective dynamics in one-to-one, group, and organizational relationships. San Francisco: Berrett-Koehler Publishers, Inc. Schwarz, R. (2005). The Skilled Facilitator Approach. In S. Schuman (Ed.), The IAF Handbook of Group Facilitation (pp. 21-34). San Francisco: Jossey-Bass. Stevenson, H. (2004). Paradox: a Gestalt Theory of Change. Retrieved June 2, 2010, from http://www.clevelandconsultinggroup.com/pdfs/paradoxical_theory_of_change_iii.pdf Stragalas, N. (2010). Improving Change implementation: practical adaptations of Kotter's Model. OD Practitioner, 42(1), 31-38. Papers and prepared oral assignments ? One reflective piece is due on a specific day during the two-week course. Optimum length: 3 paragraphs o On the first day of class you will sign up for your due date. You will read your essay aloud to ?kick start? and inform class discussion. o Content directions are included in week 1, day 1 agenda. Briefly, you will explain one concept, framework or process tool found in the reading for that day and tie it to your experience. ? Reflecting-on-your-learning essay. A self-reflective essay is due at the same time you turn in your final paper. In this approximately 3-page essay, tell me (and yourself) what were the important and useful things you learned during the course. More directions will be posted on Blackboard. ? Final project paper. About 15 double-spaced pages. o The purpose of this project is to use your course reading and learning to help you think through a real life change project. o As noted under daily assignments, below, you will propose your project idea by week 1, day 3 and then continue to refine and work on it. o Here is a general description of what I want: Choose a real workplace change challenge that you are involved in and discuss how you will/would go about working through it. Use relevant concepts from this course to analyze the challenges and propose solutions, solution alternatives, strategies, a plan, etc, as appropriate to your topic. o For the written essay, use APA format for citations. Use at least 15 references from your readings. You are welcome to cite reading you have not done specifically for this course; these references do not count for the minimum course references required. Evaluation At the end of the course, I will reread all your reflective piece and I will read and give written feedback on your final project. I write my final paper comments in order to assist ongoing learning. Point values for the components of the course ? One short reflective piece, emailed to me the day it is due and read in class. 5 points ? List of covert processes?connected to your final project. See Marshak, week 2. ? Class participation. 25 points ? Final paper building blocks. 10 points (3.3 points for turning in each of 3 assignments during the two weeks of class.) ? Personal learning synthesis essay. 10 points ? Final project paper. 50 points Academic honesty Students are expected to abide by standards of personal and academic integrity. Since you will be doing action research involving Vermont companies, you must represent yourself and UVM with integrity and professionalism. Academic integrity includes faithfulness to research findings (including web research, interviews and other sources of information about organizations), citing sources, avoiding plagiarism and unauthorized assistance, interference, and multiple submissions. Appointments with me My contact information is the footer of each syllabus page. Please email any time with questions. Please set up a phone or in-person appointment with me at any time. Dialogue Guidelines?to be used during class 1. Explain your assumptions and reasons for your views 2. Invite questions and comments on your own views 3. Be specific, using examples, anecdotes and data 4. Share all information relevant to this meeting 5. Focus on common ground, not fixed positions 6. Disagree openly with any group member 7. Discuss undiscussable issues 8. Keep the discussion focused 9. Avoid comments that are at others? expense 10. Agree on what important words mean Assignment schedule Class Date Focus Assignments due Week 1 Week 1 focus: ? Layers of complexity in organizational change ? Planning and beginning a change effort Prereading before the course begins: all reading for week 1. Day 1 Mon ? Begin forming as a class group; group guidelines ? Clarify the course; course goals and expectations ? Case study discussion ? Theories of organizations and models about how change occurs and how to manage it. In Cameron & Green, ch 3, we will emphasize: Morgan?s metaphors; Lewin, Bullock & Batten, Kotter, Bridges. Senge?s, Stacey?s, Shaw?s ideas about systems and complex change will be treated altogether as ?complex change? theory. Case: Oak View Memorial Hospital Cameron & Green, 3rd ed: ch 3 (organizational change?read all) and ch 10 (to p. 405). See explanation at left. Bring Cameron & Green to class each day. 2 Tues Continue understanding and learning to apply the theories of change: which model for which change challenge and kind of organizational system? In class journaling: Begin identifying a topic for your final project paper 3 Wed ? Add Bolman & Deal as companion frameworks to Morgan?s metaphors. Which change for which organizational system? Using Bolman & Deal to pay attention to all four aspects of an organizational system during a change initiative ? Add CBAM model (Concerns Based Adoption Model) for understanding people?s needs during a change process ? You as change agent; entering or identifying your place in the system and change process ? Discuss the case ? Gather questions for class visitor Thursday Ellen Schall & Juvenile Justice case (Reminder: read before class) Download and bring to class Bolman & Deal handout and CBAM Ppt. (Not important to read these before class) Final paper assignment #1 of 3 due by class day 8. Bring 1 written paragraph describing your final project: the problem, your interest in the project, your role in the system 4 Thurs ? Continued from class #3, above. ? Class visitor 4 p.m. ? Understand Schein?s approach to being a change agent ? Create list of questions for Monday visitor Schein ch 1-5 & 9 Final paper assignment #2 of 3. Bring a ?problem statement? for your final project: download and use the problem statement planning grid in BB ?handouts and resources? 5 Fri ? Not formally scheduled in 2012: note options for conferences with Merryn Week 2 Week 2 Day 1 Mon Focus on facilitating a change project team. ? In small groups, read your final project problem statements and discuss with your group members. Practice Schein?s approach to inquiry ? Group and team problem solving: collaborating to envision, plan and go through change ? Class visitor at 5 p.m. Bracken 8 p?s article Schwarz article Week 2, days 2-4 emphasis ? Working with resistance, covert processes and power dynamics ? Implementing and sustaining change 2 Tues ? Exploration of covert processes, how to identify them, how they influence people?s ability to change, how you intervene to surface covert processes ? Understand how covert processes apply to your work Marshak book: ch 1 (pp. 1-5 and 15-17); ch 2 (pp. 19-29); ch 3 (pp. 35-40); ch 4 (pp. 53-63; ch 5 (p. 69); ch 7 (pp. 1-5-114). Final project assignment #3 of 3. Bring an outline of your final project paper or a mind map of it 3 Wed ? Understand the covert processes present in the organizational system you are using in your final project ? Understand Gestalt theory of change and how to work with it ? Wicked and tame change Stevenson article (see web address for download) Bring a list (complete sentences) of the covert processes operating in the system you are focusing on for your final project. 4 Thurs ? Challenges in and keys to sustaining change ? Restructuring as a specific kind of change ? Effecting culture change ? Synthesis Cameron & Green ch 8 (cultural change--to p. 341), ch 6 (restructuring?to p. 277). Ace & Parker article. Cameron & Green ch 11 (leading change in uncertain times?through p. 425 table 11.1); Short case study to read (bring to class) Appreciative Inquiry?two handouts on Blackboard Come with any questions about final assignments 5 Fri See conference options?class not formally meeting in 2012 Projectdue by Midnight Aug 7 Send final papers and synthesis reflection essays by email. Use your name and ?final project? as file name. Use software that allows me to type comments into your files (Word or pdf)

Evaluation At the end of the course, I will reread all your reflective piece and I will read and give written feedback on your final project. I write my final paper comments in order to assist ongoing learning. Point values for the components of the course ? One short reflective piece, emailed to me the day it is due and read in class. 5 points ? List of covert processes?connected to your final project. See Marshak, week 2. ? Class participation. 25 points ? Final paper building blocks. 10 points (3.3 points for turning in each of 3 assignments during the two weeks of class.) ? Personal learning synthesis essay. 10 points ? Final project paper. 50 points