SYLLABUS
BSNS 6430-7A
MANAGING
CHANGE
THREE CREDIT
HOURS
FALL SEMESTER,
2001
Location: WalkerInformation Professor: Frank Pianki Office Hours: By Appointment Anderson University: Hardacre
122 Home Phone: (765)
642-2661 Office Phone: (765) 641-4372 E-mail: fopianki@anderson.edu Fax: (765) 641-4356
Course Description:
In
order to survive in rapidly changing and highly competitive operating
environments organizations must learn how to continually adapt, evolve,
contract, expand, innovate… in other words…change! Regardless of whether you are “for profit”, “not for profit”,
municipal, military, or any other type of organization, as changes in society
continues to accelerate, the ability to anticipate and respond to change
becomes critical.
Some
change is large and some small; some change is planned, but much is unexpected
and reactionary. People are generally threatened and fearful of change.
Managers find themselves caught in the middle. They generally understand the
need for the change and understand their responsibility for planning,
implementing, and insuring that the change is successful. At the same time,
managers feel responsible for those persons who will be deeply affected by both
the process and the results of the organizational change. Managing change is
not easy, but it can be done… and done effectively.
Text:
Managing
Change: Cases and Concepts, Todd Jick, Irwin Publishing, 1993.
Course Format:
This
course will be taught using a combination of a case analysis and seminar
format. Outside speakers/change agents, and articles from current business
periodicals will also supplement the course through the use of mini lectures,
relevant videos, presentations.
Course Objectives:
The
primary objective is to help the students/leaders to become more effective
change agents both immediately and as their future unfolds, thereby enhancing
their value to their employer and building their portfolio of professional
skills. There are three supporting objectives:
1.
To
learn and appreciate that pulling off a successful change is more than using
common sense, just a matter of luck, or the result of some inborn
skill…although each of these factors can play a part. Rather, becoming a
successful change agent involves skills that can be learned intellectually,
honed experientially, driven confidently, and pursued persistently.
2.
To
help students gain a solid understanding of forces that typically drive change
and how people typically respond to them.
3.
To
learn about, practice, and appreciate proven philosophies, policies, processes,
and practices that can be used by both individuals and teams to increase the
odds of successful change. Yet to understand that successful change is not
totally done by “formula” or “checklist”. Successful change is both an art and
a science!
At
the beginning of the semester students must form case analysis groups. These
groups will be responsible for analyzing and presenting one
case during the semester. Cases will be chosen from a master list and guiding
questions will be submitted to each group at least three weeks prior to the
scheduled presentation. The case presentations should also be typed and
submitted for evaluation (one report per group). The case review should be a
maximum of eight to ten, double-spaced, and typed pages. Groups should plan on
thirty minutes for both the case presentation and follow-up discussion. Please
feel free to be very, very creative in your presentation.
NOTE: The presenting group will also be responsible for providing the evening’s refreshments!!!
Each
student will be required to do a survey and analysis of their organization’s
readiness for change. Due 10/8/00.
Course Evaluation: Project
Each
student will be responsible for analyzing/conceptualizing, planning/designing,
implementing, and evaluating a change activity within an organization. Status
reports must be typed (double-spaced) and submitted on the dates listed on the
Assignment Schedule page. The final results for your project should be typed (8
to 10 pages) and submitted for evaluation by 11/19/98. On the last 3
classes we will have students give brief presentations (~15 minutes)
highlighting his/her project experiences. Students may either volunteer to
present or, if there are no volunteers, will be chosen each night by random
selection. Be prepared!!!
Course Evaluation: Participation
Class
attendance and participation is considered vital to the learning experience of
the student. While the instructor understands the unique needs,
responsibilities, and schedules of adult learners, students will be expected to
meet and participate in most class sessions and activities. Excessive
absenteeism and/or early departure from class will impact the student’s final
grade.
For
five
assigned readings (one per module), you will be asked to write (type) a
summary of your reaction to the article. For example, you could comment on such
things as: A: Surprises; B: Valuable ideas or disagreements with the author(s);
C: Connection to your work life/organizational life; D: Questions about the
article. Note: Each summary should be ˝ to 1 page in length (Do not exceed 1
page) and is not an outline of the article. Bring
your journal entries to class each week. During a period at the beginning
or end of class we will discuss the various articles and you will then have an
opportunity to share your thoughts. Turn in the journal entry with comments to
me at the end of each class.
Project 400
Group
Case 250
Readiness
Survey 150
Journals
(20 pts. per journal) 100
Participation 100
Total 1000
Final
Grades will be assigned on the following scale:
A 94-100%
A-
90-93%
B+ 87-89%
B 83-86%
B-
80-82%
C+ 77-79%
Suggested
Supplements:
Most business publications address the issue of
change on a fairly frequent basis. These include articles related to successful
and unsuccessful change experiences, “how to” primers, and general industry
issues related to changes in a global world. Some of the more reliable sources
of information include: Wall Street
Journal, INC., Forbes, Fortune, Business Week, Sloane, and Harvard Business
Review. Also, the Internet is a valuable source of information.
Office
Hours/Appointments:
Since most of you are preoccupied with your careers
during the day (and in many cases nights and weekends!), I believe the most
effective method for questions and/or brainstorming is via the phone or email.
However, if the issue does require a face-to-face meeting we can certainly set
this up at a mutually agreeable time.
ASSIGNMENT
SCHEDULE
(Subject to
change with notice)
Specific
assignments for each night may be handed out separately.
Date Time Topic Jick Case
8/27 M 6:40-8:30 Introduction
9/10 M 6:40-8:30 Challenge of Change Mod. 1
9/17 M
6:40-8:30 Challenge of Change Mod. 1 Speaker: David Neidert
·
Change project topic due
9/24 M 6:40-8:30 Envisioning Change Mod.
2
10/1 M 6:40-8:30 Envisioning Change Mod.
2
·
Change project plan due
10/8 M 6:40-8:30 Implementing Change Mod.
3
·
Readiness survey due
10/18 Th 4:30-8:30 Implementing Change Mod.
3
·
1st change status
report due
10/22 M 4:30-6:20 Recipients of Change Mod. 4
10/29 M 4:30-6:20 Recipients of Change Mod. 4
11/5 M 4:30-6:20 Change Agents Mod. 5
11/12 M 4:30-6:20 Change Agents Mod.
5
·
2nd change status report due
11/19 M 4:30-6:20 In class exercise * Final
project report due
11/26 M 4:30-6:20 Presentations
ASSIGNMENT
SCHEDULE
(Subject to
change with notice)
Specific
assignments for each night may be handed out separately.
Date Topic Jick Other
Case
12/3 M 4:30-6:20 Presentations
12/10 Th 4:30-8:30 Presentations
Revised: 8/21/01