OL

Course Description

Contemporary and advanced issues in change leadership such as creating a climate for change, implementing and sustaining change, building a change vision, adaptive leadership and change readiness.

Competencies

· Reflection and Application: Looking at the past to derive lessons to use in the future

· Organizational Behavior: Understanding an organization's culture and norms

· Functioning Independently: Completing tasks without needing prodding or follow-up

· Initiative: Taking action when action is needed

· Plan: Developing a plan with milestones, timelines, and action items

· Follow-Through: Following through on commitments

· Creating Change: Creating sustainable change considering both the context and people involved

Course Objectives

Knowledge-Students will be able to demonstrate foundational knowledge in:

· Understanding several leading change models in use today

· Understanding how to create a climate of change in organizations

· Explaining how to engage and enable others to change

· Defining visionary thinking and describing how to develop and present a leadership vision for change

· Understanding the concepts and strategies of adaptive leadership

Skills-Students will demonstrate their ability to:

· Develop a plan to implement a change

· Apply a change model process for successful organizational change to a change leadership case study

· Develop a collaborative vision

· Integrate all class content into an action plan to diagnose and solve an actual organizational change issue

Dispositions-Students will be able to affirm their disposition toward:

· A willingness to explore one’s own level of change readiness

· An appreciation for the importance of developing a network and acting politically

· An appreciation for the importance of adaptation for the survival and growth of organizations

· A willingness to support one’s followers during a change process

Course Expectations & Policies

Class Format

This course is web-based and work will be done independently. Assignments will be due weekly on Sundays at 11:58pm. Please check Pilot for all assignment due dates.

Academic Integrity

Students are expected to conduct themselves in accordance with the University policies regarding academic honesty, classroom behavior, plagiarism and other issues covered by the University Standards and Code of Conduct for students. Students are encouraged to familiarize themselves with these standardsMost written assignments are checked for plagiarism through the software program, TurnItIn. Plagiarism is defined as:

“Taking credit for the work of others, including:

a. Quoting, paraphrasing, or otherwise using the words or ideas of another as your own without acknowledging or properly citing the other (commonly called plagiarism);

b. Submitting as your own work any paper, homework assignment, take-home examination, computer program, artistic work, or other academic product created wholly or in part by, provided by, or obtained from another”

(Community Standards & Student Conduct, Sec. XI, E(3))

For more information regarding academic integrity policy, access the Office of Judicial Student Services’ webpage at http://www.wright.edu/students/judicial/integrity.html. Offenses of plagiarism may result in an F for the assignment or an F in the course.

Format for Written Assignments (APA)

The Department of Leadership Studies adheres to the current edition of the American Psychological Association (APA) format for all written academic assignments. 

Technology Expectations

As a condition of admission to (WSU), students are required to have access to a computer with Internet capabilities. The World Wide Web, the Microsoft Office suite, Pilot, and e-mail will be accessed as part of this program.

E-mail is considered the official means of communication at WSU. The University will send official communications via e-mail and expects those communications will be received and read in a timely fashion. Students are expected to check their WSU e-mail account frequently to stay current with university communications. Per College of Education & Human Services policy, all e-mail communications to WSU personnel regarding advising, course information and university procedure must be directed through the WSU e-mail account system. Logging into a secure system with a unique password ensures communications proceed through the WSU firewall. Non-WSU e-mails may be tagged as a potential threat/virus and result in the WSU server deleting or encrypting e-mails without the instructor’s knowledge.

Accommodation for Disabilities

If you have a disabling condition which may interfere with your ability to successfully complete this course, please contact Disability Services. The Office of Disability Services coordinates reasonable accommodations for students with documented disabilities. Additional information regarding the Office of Disability Services may be found at (937) 775-5844, TTY; (937) 775-5844; or room 023 in the Student Union.

Diversity

University celebrates diversity and provides equal educational opportunity. In its educational policies and practices, the university prohibits discrimination against any person or group on the basis of race, sex, color, religion, ancestry, national origin, age, disability, veteran status, or sexual orientation. The interplay of the diversity of individuals, groups, cultures, and thought stimulates creativity and achievement in all facets of our existence. Respect, tolerance, and goodwill are keystones; we are all linked to each other in a world created for all of us to share and enjoy. Each individual has a potential contribution to make to the whole, and it is our duty to encourage and promote that contribution.

Instructor Expectations

What students should expect from the instructor:

· To be treated fairly and with respect

· To have course information provided with timeliness and accuracy

· To have access to an engaging, positive and challenging learning environment

· To receive grades which reflect appropriate student work as described in syllabus

Statement of Professional Conduct

Students in Organizational Leadership Program should maintain the highest levels of professional conduct throughout their study and subsequently in their professional careers. All students are expected to support and contribute to a collegial environment within the program and extend that collegial work to partners and affiliating organizations.

Students are expected to be knowledgeable of ethical standards for professional practice and to display behaviors and attitudes that embody those standards. Students are expected to attend to their own personal wellbeing, conduct themselves as reflective practitioners, display integrity, and align their actions in accordance with the ethical standards of practice.

What the instructor should expect from students:

· To actively engage with class activities and course materials

· To actively engage class peers with respect to differences of opinions, ideas and culture; and promote an environment conducive to learning. Inappropriate behavior (verbal and non-verbal disruptions) will not be tolerated.

· Treat all members of our community with respect, dignity and courtesy

· Display a positive, cooperative and cordial attitude

· Avoid engaging in negative, disparaging, or potentially harmful communication regarding others

· Engage in productive and appropriate communication with the professor

· Avoid any activity which may tend to bring discredit to oneself, the university, or the department

· Avoid academic misconduct

· Comply with all university, department and program regulations and policies.

Communicating with the Professor

Please do not hesitate to reach out if you have questions or want to set up an appointment. In emailing me, please make sure your emails are professional and you use email to either provide me an update or ask me a question. Please do not use email as a tool to vent or complain. If you have feedback and want more in-depth discussion, please set up a time that we can meet.

Because of privacy reasons, I cannot give grade information over email. I will be posting all grades in Pilot so you can see how you are doing in the class at any given time. If I made an error in posting a grade on Pilot, kindly let me know so I can make any adjustments needed.

Late Assignments

Please plan accordingly as discussion posts and responses to classmates’ posts will NOT be accepted after the deadline. No exceptions! In addition, the Change Project will not be accepted late. Other than the discussion posts/responses as well as the Change Project, all other course assignments may be turned in up to 72 hours late. I will use the following policy to grade assignments that are submitted late.

*Time of Submission will be indicated by the timestamp on Pilot.

Within 24 hours late 10% deduction

24- 48 hours late 20% deduction

48- 72 hours late 30% deduction

72 + hours late Assignment will not be accepted

If you do turn in a late assignment, please upload it to the dropbox on Pilot and send me an email. If you send me an email, I can likely grade your assignment in the next few days. If not, each week I will go back to the previous week's assignments and check for any late assignments and grade them that week.

Readings/Text

· Cawsey, T. F., Deszca, G., & Ingols, C. (2016). Organizational change: An action-oriented toolkit. Thousand Oaks, CA: SAGE Publications, Inc. ISBN: 978-1-4833-5930-4

*Please note that not having the book by the time the first assignment is due does NOT warrant an extension. If you have not yet received your book, you may borrow from a classmate, check the Library, buy one from the Bookstore, or get a digital copy online.

Assignments

This class is web-based. All assignments are listed weekly and will be opened on Monday mornings at 8:00 a.m. and due the following Sunday evenings at 11:58 p.m. In the instances in which you will need to respond to other classmates’ posts, those will be due 48 hours later (Tuesdays by 11:58pm). Please note that to maintain the schedule of weekly submissions being on Sundays (and some Tuesdays), some assignments may be due on holidays or holiday weekends. All assignments and due dates are listed under the “

All assignment descriptions, including prompts for discussion posts, are listed in Pilot. Each week (starting at 8am on Monday), you will click on that week’s class session under Content in Pilot. This will bring up a checklist of items due that week. Please note the dates that each class session is open.

Change Project

The Change Project is an individual project in which you will conceptualize, implement, and evaluate a real change initiative. This change can include a new event, process, program, or protocol. Former change projects have included starting a recycling program at an apartment complex, implementing a new time clock system at work, and implementing a new regularly scheduled community event. The guidelines for the Change Project are:

· The change must be real; this is not a fictional project.

· The change must be implemented within an organization or larger group or community. The change cannot be a personal change (eg. Implementing a new workout schedule for yourself).

· The change must be initiated and led by you. This is YOUR change initiative and in theory wouldn't happen without you leading it. So, make sure you are not jumping on to someone else’s change initiative or a change that is already in process. 

· You must be able to implement and assess your change during the course of the semester. So, make sure you select something feasible to do in the time period we have.

· You must have the authority or support to initiate the change. If you aren't allowed to implement a new process at your workplace or have the authority to hire more staff, etc., you will likely not be able to implement and assess changes such as these.

· There must be a reason to change. Below are the three most common ways that students have justified their change:

· Using your own knowledge, observation, or personal experience about a situation (this is the hardest to justify and can sometimes lead to a failed change because you were the only one who thought the change would be good and the only champion behind it).

· Assessing the organization, group, or community by surveying its members to find out what they think needs to be changed.

· Asking key members/leaders of the organization to tell you a change they believe needs to happen.

· If you are using your service-learning or internship experience for your change project, you must complete the Proposal to Use Your Service-Learning or Internship Experience for the Change Project by Week 4.

Report

Your Change Project report should be anywhere from 6 to 8 double-spaced pages and include an overview of the implementation and assessment of your proposed change. The Change Project Template includes all of the prompts you need to answer. Please make sure you provide headings and numbers to distinguish your responses for each prompt.

Discussion Boards

Posts

Throughout the course of the semester, there will be various weeks in which you will need to complete a discussion post on Pilot (due on assigned Sundays at 11:58pm). Each post will include one or more prompts to address. Please make sure to read the prompts closely as you are being graded on your ability to provide a substantive response to each. Each prompt should be answered in 150-300 words.

Please note that I read all discussion posts. Given the sheer number of posts and responses to read, I will likely only respond if I am providing feedback to you in regard to not receiving full points for the post or noting any exceptional posts. No late discussion board posts will be accepted . Please plan accordingly.

Responses

On some occasions, you will also be required to respond to one or more classmate’s discussion post. Your response should be between 75 and 200 words and offer a thoughtful contribution to their discussion post. Responses are due on assigned Tuesdays by 11:58pm. Please note that you will not be able to post a discussion post response until you have posted an original discussion post. No late discussion board responses will be accepted . Please plan accordingly.

Assignments/Papers

The assignments/papers due in this course are designed to focus on having you apply information you are learning or reading about to a particular context or issue (most often, your change project). All assignments should be written in a professional and academic manner. The prompts provided for each assignment (whether they are the questions in the Toolkits or those in listed in Pilot with the assignment) reflect the content that needs to be included and serve as a guide for what you will be graded on. Here are some tips to help you in completing these assignments:

1. Break down your paper by the prompts. This may mean numbering your assignment or putting headers above the text for each prompt. This makes it considerably easier for me to grade as well as ensures that you have truly addressed all the prompts and did not get caught up in one and then taper off with the others.

2. After you write your response for each prompt, read the prompt again to ensure that you answered the prompt. For example, you don’t want to provide a great response that addresses “why” when the prompt asks for “how.”

3. Spelling, grammar, and formatting matter. Make sure that your great content response is not overtaken by easily preventable errors. Watch for run on sentences, lack of punctuation between sentences (a comma doesn’t split two sentences), and forgetting to capitalize the first word of each sentence. Be aware that spell check does NOT often pick up the misuse of words (for example, manger is an actual word and is spelled correctly but does not mean manager). With this in mind, I recommend three different strategies to help you with your spelling, grammar, and formatting. First, read over your assignment before submitting (both silently and out loud). Second, have someone else read your assignment over and give you feedback. Third, go to the Writing Center on campus for assistance. No one wants to have an A paper go to a B for spelling, grammar, and formatting.

4. Finally, make sure you cite any content from the texts/articles we are using for the class as well as any outside readings. In-text citations should be provided for any content you paraphrase or quote and should be in APA format. Your papers will be submitted to TurnItIn, so please make sure you give credit to others if you got content from any source. In addition, you should always have a References page for your papers, even if it only includes citations of the course texts or articles.

Grading

Sometimes you may have a grade for an assignment posted soon after submission and in other cases it may be a few days. Here is a good gauge to think of when looking for your grades for the week:

· If you don't have a grade for an assignment posted by the following Sunday (only 7 days later), there is no need to follow up with me yet. I am likely still grading.

· If you have a friend that has a grade posted and you don't yet, don't worry. With the number of students registered for the class, I cannot always sit down and grade everyone's assignments back to back.

· If you have a grade for one assignment due that week but not the other, don't worry. It just takes a long time to grade sometimes.

· If you don't have a grade for an assignment posted by the following Monday (8 days later), email me as something probably is off.

Assignments Points

Discussion Boards (5) 75 (15 points each)

Responses to Posts (2) 20 (10 points each)

Course Quiz 20

Change Processes Paper 20

Organizational Analysis Paper 30

Organizational Readiness Paper 20

Navigating Change Paper 30

Force Field Analysis 20

Recipients of Change Paper 20

Implementation Paper 20

Strategy Map/Balanced Scorecard 20

Change Project Report 100

Total Points 395 points

*There will be no rounding up of points or curves in the class. This scale will be used to convert your total points into a letter grade.

Course Outline

Go to the Content section of Pilot to access all files. Files, websites, etc. are hyperlinked in each module for easy access. Just click the hyperlink and you will be directed to what you need. Please note that the dates listed in the Content navigation bar include the items DUE that day.

Week 1: Course Introduction (5/8-5/14)

Learning Outcome

· Students will share information about themselves with the class and learn information about their classmates.

Assignments

1. Reading due:

· Read the syllabus.

2. Discussion Board due:

· Please respond to the prompts in the Discussion "Help Us Get to Know You."  Due by Sunday 5/14 at 11:58pm. 

· Post a response to two or more classmates in the "Help Us Get to Know You"  Discussion by commenting or inquiring about their posts. Due by Tuesday 5/16 at 11:58pm.

3. Assignment due:

· Complete the Course Quiz on Pilot. Due by Sunday 5/14 at 11:58pm.

Week 2: Introduction to Change (5/15-5/21)

Learning Outcomes

· Students will be able to articulate the four types of organizational change.

· Students will be able to distinguish between the different types of change roles.

· Students will reflect on their experiences in different change roles.

Assignments

1. Reading due:

· Read Chapter 1 in the text.

2. Discussion Board due:

· Please complete Toolkit Exercise 1.3 on page 36. Post your responses to each of the 4 questions on the Discussion Board called "Change Roles." Due by Sunday 5/21 at 11:58pm.

Week 3: Organizational Change Frameworks (5/22-5/28)

Learning Outcome

· Students will be able to articulate various theories related to organizational change.

Assignments

1. Reading due:

· Read Chapter 2 in the text.

2. Assignment due:

· In a 2-3 page paper, compare and contrast 2 of the 6 processes of organizational change discussed in Chapter 2. How are they similar? How are they different? In what contexts would each be best? Upload your Change Processes Paper to Pilot by Sunday 5/28 at 11:58pm.

Week 4: Diagnosing Organizations (5/29-6/4)

Learning Outcomes

· Students will be able to articulate various theories related to diagnosing organizations.

· Students will be able to apply a theory/model from the reading to their organization.

Assignments

1. Reading due:

· Read Chapter 3 in the text.

2. Assignments due:

· Identify the organization in which you would like to implement your change project.

· If you plan to use your service-learning or internship experience as your change project, complete the Proposal to Use Your Service-Learning or Internship Experience for the Change Project. Due by Sunday 6/4 at 11:58pm.

· In a 3-4 page typed paper, select 1 of the 5 models/theories discussed in Chapter 3 for analyzing organizations that best fits your selected organization. Complete the following sections:

· Give a brief overview of the organization. What is the name of the organization? What does the organization do? How many are in the organization?

· Give a brief overview of the model/theory selected and why you selected it.

· Apply the model/theory to your organization. How does the model/theory help explain what is happening in your organization? It is recommended that if there is a visual figure about the model/framework that you use that to help you analyze your organization.

Upload your Organizational Analysis Paper to Pilot by Sunday 6/4 at 11:58 pm.

Week 5: Organizational Readiness for Change (6/5-6/11)

Learning Outcomes

· Students will be able to identify factors related to an organization's readiness for change.

· Students will be able to assess an organization for its capability for change.

Assignments

1. Reading due:

· Read Chapter 4 pages 94-120.

2. Assignment due:

· Using Table 4.1 (pages 108-110), perform an organizational analysis by assessing your organization’s readiness for change.

· In a 2-3 page paper, discuss three results from your organizational analysis that may influence how you go about creating change in your organization. Upload your Organizational Readiness Paper to Pilot. Due by Sunday 6/11 at 11:58pm.

Week 6: Creating a Vision for Change (6/12-6/18)

Learning Outcomes

· Students will be able to articulate strategies to develop a vision and strategy for change.

· Students will write a vision for change.

· Students will give other students feedback on their visions.

Assignments

1. Reading due:

· Read Chapter 4 pages 120-142.

2. Discussion Board due:

· Please complete question 1 from the Toolkit Exercise 4.3 on page 139 (use the remaining questions in Toolkit Exercise 4.3 to finalize your vision). Be specific about what you want to change. Post your response to question 1 on the Discussion Board called "Change Vision.” Due by Sunday 6/18 at 11:58pm.

· Please select two Change Visions posted by two different classmates on Pilot. If a classmate already has 2 responses to their post, you must select a different classmate who does not have 2 responses yet. Use the evaluation criteria from question 2 in Toolkit Exercise 4.3 on page 139 to provide feedback for each student. Post your feedback as a response on the Discussion Board called “Change Vision.” Due by Tuesday 6/20 at 11:58pm.

Week 7: Formal Structures and Systems (6/19-6/25)

Learning Outcomes

· Students will be able to articulate strategies to use formal structures and systems to create change.

· Students will be able to identify effective strategies for facilitating the acceptance of change.

· Students will be able to articulate any approvals and/or support they need for their change projects.

Assignments

1. Reading due:

· Read Chapter 5 in the text.

2. Assignment due:

· In a 3-4 page paper, describe the process of navigating your proposed change vision through your organization. Complete the following sections:

· Based on any feedback given by your classmates about your Change Vision, provide your updated change vision. Describe specifically what you would like to see changed.

· Use Figure 5.3 on page 163 to describe the process of navigating your proposed change vision through your organization.

· Discuss approval and support you need in order to implement your change and to what extent you have that approval and support. Are you going to be able to truly make this change?

· To determine if a change is on track, it is necessary to establish specific measurable milestones or benchmarks and the time by when they will be observed. Identify at least three specific measurable results spread out over the duration of your project that will serve as milestones and the dates by when these will be observed.

Upload your Navigating Change Paper to Pilot. Due by Sunday 6/25 at 11:58pm. 

Week 8: Politics and Culture (6/26-7/2)

Learning Outcomes

· Students will be able to articulate strategies for analyzing power and culture dynamics in an organization as they relate to implementing change.

· Students will be able to identify types of key stakeholders and how to best work with them in creating change.

· Students will complete a Force Field Analysis.

Assignments

1. Reading due:

· Read Chapter 6 in the text.

2. Assignment due:

· Please complete a Force Field Analysis of your change by answering questions 1-5 from Toolkit Exercise 6.4 on page 214. Upload your Force Field Analysis to Pilot. Make sure to include responses to all 5 questions. Due by Sunday 7/2 at 11:58pm. 

Week 9: Recipients of Change (7/3-7/9)

Learning Outcomes

· Students will be able to identify elements that can cause resistance to change.

· Students will be able to articulate how one’s feelings and perspectives toward change can impact the change process.

· Students will be able to articulate strategies for helping others cope with change.

· Students will be able to apply key concepts from the reading to their change project.

Assignments

1. Reading due:

· Read Chapter 7 in the text.

2. Assignment due:

· Please select three major concepts from Chapter 7 that relate to your change project. In a 2-3 page paper, describe how each of these concepts can help you better understand and take into account the recipients and stakeholders in your change process. Upload your Recipients of Change Paper to Pilot. Due by Sunday 7/9 at 11:58pm. 

Week 10: Being a Change Agent (7/10-7/16)

Learning Outcomes

· Students will be able to articulate essential characteristics of change leaders.

· Students will be able to distinguish between different stages and types of change agents.

· Students will reflect on what type of change agent they are.

Assignments

1. Reading due:

· Read Chapter 8 in the text.

2. Discussion Board due:

· Please complete question 4 and all four questions associated with question 5 from the Toolkit Exercise 8.4 on page 295.

· Describe how your top 5 Gallup strengths relate to what type of change agent you are.

Post your responses to the questions on the Discussion Board called "Change Agent.” Due by Sunday 7/16 at 11:58pm.

Week 11: Implementing and Measuring Change (7/17-7/23)

Learning Outcomes

· Students will be able to articulate various models of change implementation.

· Students will be able to articulate principles in communicating a change.

· Students will be able to align their change projects with the components of a selected model of change implementation.

Assignments 

1. Reading due:

· Read Chapter 9 and 10 in the text.

2. Assignment due:

· Please select two models from Table 9.2 on pages 305 and 306. Please note that the models start on page 305 and are listed vertically in the table through to page 306.

· In a 2-3 page paper, describe to what extent each of the models you selected aligns with your change process. For each model, describe what you plan to do or have been doing during your change process for each component of the model.

Upload your Implementation Paper to Pilot.

3.  Please put together either a strategy map (see Figures 10.3 and 10.4) or balanced scorecard (see Figures 10.5 and 10.6) to measure the change from your change project. Both processes are valuable, but select the one that best fits your project. You may sketch out your strategy map or balanced scorecard and label it by hand (legibly) or type it out. Upload your strategy map or balanced scorecard to Pilot. .” Due by Sunday 7/23 at 11:58pm.

Week 12: Change Project DUE : JULY 28th

Learning Outcome

· Students will assess and reflect upon an organizational change that they instituted.

Assignment

1. Assignment due:

· Upload your Change Project to Pilot by Friday, July 28th at 11:58pm.

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