This course explores the personal side of change, the difference between change and transition, and basic change theory related to organizations.

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1 University of South Dakota School of Education TET 553: Personal & Organizational Change Management July 11 August 4, 2016 Instructor: Susan A. Santo, Ph.D. Office: Delzell 201C Phone: (605) Please use D2L Mail whenever possible. I check it at least once a day Monday through Friday. Sometimes D2L is unavailable. If you need to reach me during these times, my regular is ssanto@usd.edu Class Days: M T W TH F Class Hrs.: Online Meeting Room: Desire2Learn Office Hours: By appointment Please me and let s set up a time to talk if needed. I. Catalog Description of the Course This course explores the personal side of change, the difference between change and transition, and basic change theory related to organizations. II. Rationale During the first part of this course, students will reflect on their own personal transitions in life. In the second half of the course, attention will be turned toward organizations. Students will learn to apply change and transition to organizations of their choice and to lead organizational change efforts. 1

2 III. Textbooks Bridges, W. (2004). Transitions: Making sense of life s changes, 2nd ed. (25th Anniversary Edition). Cambridge, MA: Da Capo Press, a member of Perseus Books Group. ISBN: (pbk). Cameron, E., & Green, M. (2012). Making sense of change management, 4 th ed. (PLEASE PURCHASE THIS EDITION.) Philadelphia: Kogan Page. ISBN: (pbk). Books are available at the USD Barnes & Noble bookstore at (605) The Bridges book is also available at the author s web site: Articles will also be assigned. IV. Course Objectives/Outcomes, Standards, Assessment Objectives/Outcomes Standards Assessment 1. Apply transition and change theories to major personal change. SoE-AD 1 Class discussion 2. Help yourself deal with major personal change. 2. Help others deal with major personal change. SoD-AD 9 SoE-AD 9 Personal transition paper Class discussion 3. Apply change theories to organizations. 4. Recommend steps for successfully carrying out major organizational change. 5. Develop a change journey map to help guide yourself or an organization through change. SoE-AD 5 SoE-AD 3, SoE-AD 5 SoE-AD 5 Class discussion, organizational change plan Organizational change plan Change journey map The methods of evaluation and the criteria for grade assignment for this course are: 2

3 Assignment Class participation This course places a heavy reliance on discussion. It will take place in the area of D2L each weekday in small groups. Personal Transition Paper Choose a change that affected you personally or that is currently taking place and write about the transition process. (Length: 5-7 pages) Percent of Course Grade 20% 30% Submit the assignment in the Dropbox by Tuesday, July 19, 11:30 pm Central Time. Organizational Change Plan Choose an organization that you are familiar with or make one up. Describe a change that is taking place or has taken place. Describe any applicable theories. Recommend strategies that would help get the organization through the change. (Length: 6-8 pages) 30% Submit the assignment in the Dropbox by Friday, July 29, 11:30 pm Central Time. Note: This assignment may be done with a partner if desired. If so, please have both people submit in the Dropbox. 3

4 Assignment Change Journey Map Using the change journey approach, fill out a worksheet and then draw an illustration (using software or by hand) that shows the path through a personal or organizational change. (Artistic ability not required!) Label your illustration with the stages of the journey. This assignment may be done with a partner. PLEASE SUBMIT BOTH THE WORKSHEET AND YOUR ILLUSTRATION. Percent of Course Grade 20% Place it in the Dropbox; or fax it to me at (please write my name on the cover sheet). Submit by Thursday, August 4, 11:30 pm Central Time. Grading Scale A B C D/F I Incomplete (good for one year) V. Instructional Methods/Activities Methods and activities for instruction include: A. Traditional Experiences 1. Discussion 2. Papers B. Clinical Experiences 1. Change journey map 4

5 VI. Suggested Readings The knowledge bases that support course content and procedures include: Allen, R. C. (2002). Guiding change journeys: A synergistic approach to organization transformation. San Francisco: Jossey-Bass/Pfeiffer. This book provides a cross-cultural approach to personal and organizational transformation. Recommended. Anderson, L.A., & Anderson, D. (2001). The change leader s roadmap: How to navigate your organization s transformation. San Francisco: Jossey- Bass/Pfeiffer. Bridges, W. (2001). The way of transition: Embracing life s most difficult moments. Cambridge, MA: Perseus Publishing. Another book on personal transition. Bridges, W. (2009). Managing transitions: Making the most of change, 3rd ed. Da Capo Lifelong Books. ISBN Bridges looks at organizational transition. Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. San Francisco: Jossey-Bass. Heller, R. (1998). Managing change. New York: DK Publishing, Inc. (Pocket size book). Johnson, S. (1998). Who moved my cheese? An amazing way to deal with change in your work and in your life. G. P. Putnam's Sons. Kotter, J. (2006). Our iceberg is melting: Changing and succeeding under any conditions. St. Martin s Press. Kubler-Ross, E., & Kessler, D. (2005). On grief and grieving. New York: Scribner. Leider, R.J., & Shapiro, D.A. (2004). Claiming your place at the fire: Living the second half of your life on purpose. San Francisco: Bernett-Koeler. Neeld, E. H. (2005). Tough transitions: Navigating your way through difficult changes. New York: Warner Books. ISBN: (pbk). This wonderful book is unfortunately out of print. However, if you wish to buy it, some copies are still available through Amazon.com. 5

6 O Rourke, M. (2011). The long goodbye: A memoir. New York: Riverhead Books. A book about recovering from grief. Rogers, E.M. (2003). Diffusion of innovations, 5 th ed. New York: The Free Press. I recommend this book for anyone hoping to incorporate innovation in a program or organization. Wheatley, M. J. (2006). Leadership and the new science: Discovering order in a chaotic world, 3 rd ed. Berrett-Koehler Publisher. A radical view of change. VII. Course Schedule and Policies A. Tentative Course Schedule Due Dates M- July 11 Topics Readings Assignments Introductions Look over D2L Content, Unit 1. Introduce yourself in D2L. T July 12 Being in Transition; A Lifetime of Transitions; Relation ships and Transition Bridges, Transitions, Part I: Chapters 1-3; Handouts: Bridges on Personal Transition; Lifetime Turning Points (see D2L Content) W July 13 Transitions in Worklife; Endings Bridges, Transitions, Chapters 4-5; Handout: Endings Th July 14 The Neutral Zone; Toward a New Beginning Bridges, Transitions, Chapters 6-7; Handouts: Neutral Zone, Beginnings 6

7 Due Dates F July 15 Topics Readings Assignments Individual Change Theories Behavioral & Cognitive Change: Chapt. 1 Individual Change, pp. 12-top of 31; Handout: Tough Transitions M July 18 Individual Change Theories (cont.) Psychodynamic, Humanistic, & Personality Change: Chapt. 1 Individual Change (pp ) T July 19 No readings today Personal Transition Paper due by 11:30 pm Central Time W July 20 Team Change Change: Chapt. 2 Team Change (pp ) Th July 21 Organizational Change Change: Chapt. 3 Organizational Change (pp ) 7

8 Due Dates F July 22 Topics Readings Assignments Change with Technology Articles: Will Technology Transform Education or Will the Schools Co-Opt Technology? ; Why Teachers Resist Change ; Teaming with Technology: A Case Study of a Faculty Design Team Developing Electronic Portfolios (see D2L Content) M July 25 Leading Change Change: Chapt. 4 Leading Change (pp ); Handout: Bridges on Organizational Transition (D2L Content) T July 26 Complex Change Change: Chapt. 10 Complex Change (pp ) W July 27 Leading Change in Uncertain Times Change: Chapt. 11 Leading Change in Uncertain Times (pp Th July 28 Culture and Change Read Chapter 8 of Cameron and Green (pp ). 8

9 Due Dates F July 29 Topics Readings Assignments None Organizational Change Plan due by 11:30 pm Central Time M Aug. 1 Change Journeys Handouts: Archetypal Change Journey ; Dorothy s Change Journey (see the examples in the Assignments & Rubrics module of D2L) T Aug. 2 Change Journeys (cont.) Handouts: From Trials & Dragons to Discovery ; Dragon Checklist W Aug. 3 Th Aug. 4 Reflection on Personal Change through the movie Wild Watch the movie Wild. I will supply you with a URL of the movie in the Content area that you can watch online. Discuss the movie Wild based on your views of personal change. Wrap-Up None Change Journey Map due in Dropbox B. Class Policies 1. Turnaround time: Students who a problem to the instructor will be answered as soon as possible, usually within 48 hours. 2. Assignment policy: Assignments are due on the date specified in the D2L Dropbox. The instructor will read assignments in the order received. She will return assignments 9

10 with a grade within one week and leave comments in the Dropbox. Submitting late may cause a reduction in grade. In the case of mitigating circumstances, please see the instructor. Note: A grade of I (Incomplete) may remain incomplete for one calendar year at which time it converts to a grade of NCI and the course must be repeated (and repaid) for credit. To obtain an Incomplete, you must have completed ¾ of the course. 3. Paper format: All papers should be typed double-spaced using a 12-point font with 1-inch margins. Please proofread and spellcheck your document before submitting. Be sure to include your name and page numbers. Use APA style to cite sources within the text and provide a complete reference list if you are in a School of Education program. If you are in a different program, you may use the style used by that program. When using web sources as references, include the URL and the date on which you retrieved the document as well as when it was created (if available).also include the paragraph number. 4. Freedom in learning: Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation. 5. Students with disabilities: If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Ernetta Fox, Director of the Office of Disability Services ( ; dservices@usd.edu), as early as possible in the semester. Students currently registered with Disability Services must obtain a new accommodation memo each semester. 10

11 6. Academic honesty: As stated in the Student Code of Conduct, the integrity of the University community is contingent upon fulfillment of a trust--that the members of the student body will engage in reasonable behaviors to promote and protect the educational environment. Plagiarism is defined as (but not limited to) the following: 1) the use of paraphrase or direct quotation of published or unpublished work of another person without full and clear acknowledgment or 2) the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. No credit can be given for a dishonest assignment. At the discretion of the instructor, a student caught engaging in any form of academic dishonesty may be: a. Given a zero for that assignment. b. Allowed to rewrite and resubmit the assignment for credit. c. Assigned a reduced grade for the course. d. Dropped from the course. e. Failed in the course. Faculty members have the right and responsibility to drop a student from the course if the student is not responding, progressing, or participating. 11