The University of Houston-Clear Lake
EDLS 8132: Transition and Change Management

Catalog Description

Prerequisite: EDLS 8131. Explores the theory and research of change management as applied to enterprise-wide change, organizational transitions, and processes. Topics include analysis of the various aspects of systemic change, such as change leadership, team building, process planning, accountability systems, succession management, data analysis, communication and survey tools, resource allocation, community relations, and marketing of services. Teaching strategies include case studies, readings, simulations, and skills development experiences. Field experience required.

I. Purpose of the Course

Using a learner-centered approach, this course is designed to explore the use of organization development (OD) strategies in the effective learning and change process, especially in the workplace. Key issues will include strategies for diagnosis, intervention planning, resistance to change, and transition management toward the development of successful organizations.

II. Objectives of the Course

1. Understand how multiple internal/external forces, e.g., demographics, technology, are influencing the structure and management of organizations.

2. Familiar with the knowledge, skills, and dispositions to be an effective change agent in addressing various elements that impact an organization, including planning and performance, communication structures, and politics, naming a few.

3. Apply a plan of action that addresses key elements in the management, e.g., transition, intervention planning, and resistance to change to be responsive to a need for organization change.

4. Plan and implement a team building exercise to address the needs of the organization plan.

5. Demonstrate data gathering and assessment procedures in diagnosing and creating an intervention plan to strengthen an organization's effectiveness.

6. Familiarity with marketing strategies to communicate the organization's service to the community and society as a whole.

III. Text and Additional Reading Resources

Text (Required)

Carnevale, D. (2002). Organizational development in the public sector. Boulder, CO: Westview.

Owen, H. (2000). The power of spirit: San Francisco: Berrett-Koehler Publishers.

Schein, E. H. (1999). Process consultation revisited: Building the helping relationship. Reading, MA: Addison-Wesley.

Schmuck, R. A. & Runkel, P. J. (1994). The handbook of organizational development in schools and colleges (4th ed.). Prospect Heights, IL: Waveland Press.

Senge, P. (1990). The fifth discipline. New York: Doubleday.

Case Studies Packet (Required)

Case Studies listed in the Week-to-Week Schedule of the course.

IV. Prerequisite Skills for the Course

The student should be able to:

• Demonstrate effective writing skills with a control of grammar, punctuation, sentence structure, spelling, and word choice;

• Show evidence of class preparation permitting active participation during class discussions; and

• Demonstrate research skills enabling preparation for class sessions.

V. Course Expectations

Readings: Graduate students will be required to read specified readings assigned.

A. Case Evaluations: Each graduate student will prepare a three-page brief as a post evaluation exercise on seven case studies. This brief will be due at the beginning of the following class after the completion of the case study. Papers are expected to be double-spaced, Times New Roman, 12 font, with one-inch margins. These activities comprise 35% (5% for each brief) of the final grade.

B. Case Study & Analysis: Each graduate student will prepare an original case study (a minimum of ten pages) following the prescribed case study method. This case study will be based on the management of an organization's transition based on a (a) need for restructuring to better address organizational goals, or (b) internal/external crisis, or (c) organizational culture change, requiring restructuring, to name a few. The case study will result from interviews and survey instruments of an organization that has recently undergone the change process. Papers are expected to be double-spaced, Times New Roman, 12 font, with one-inch margins. This activity comprises 15% of the final grade.

C. Case Study Presentation: Each graduate student will present one's case study (Course Expectations B) demonstrating organizational processes, e.g., intervention strategies, based on transition and change management theories. This activity comprises 10% of the final grade.

D. Organizational Handbook: Groups of graduate students will work together as a team to develop (compile and create) a handbook with multiple sections that could be used by a leader or manager to prepare teams in the workplace on roles in a case study, with each individual/party providing a position paper that lists what one wanted to accomplish at the beginning, and a summative by the group listing actual results. This activity comprises 15% of the final grade.

E. Final Exam: Each graduate student will be provided a case study to analyze, demonstrating lessons learned. This exam comprises 20% of the final grade.

F. Participation: Since a major focus is on the use of case studies, graduate student input is a valued component of each class; therefore, attendance is crucial. Moreover, each graduate student is expected to be prepared for class in order to participate, having read materials and completed outline/overview of case studies. Graduate students are expected to be on time for class and to be present for the entirety of each scheduled class session of the course. One absence or two tardies will result in the final grade being reduced 10 points of the final grade. Each additional absence or two tardies will result in a reduction of an additional 10 points from the final grade. Late submissions of work will result in reduction of points.

Student Accommodations Under the Americans with Disabilities Act: Any individual with a disability who requires special accommodations should inform the professor and contact the Disability Services Office at UHCL by calling (281) 283-7600.

Honesty Code: "The Honesty Code is the university community's standard of honesty and is endorsed by all members of the University of Houston-Clear Lake academic community. It is an essential element of the University's academic credibility. …I will be honest in all my academic activities and will not tolerate dishonesty" (UHCL 2005-2006 Catalog, p. 76).

The following scale will be used:
A 94-100       C+ 76-79
A- 90-93       C 73-75
B+ 86-89       C- 70-72
B 83-85         D 60-69
B- 80-82       F 59 and below

EDLS 8132: Transition and Change Management
(Week-to-Week Schedule)

(Week 1)
Introductions and Overview of Course

• Introduction to Understanding Organizations & Organizational Change Process

• Review case study method

Homework:

• Read Senge (1990)

(Week 2)
Planning for Change: Understanding Organizations & Change Processes (Macrodesigning and Microdesigning)

Homework:

• Read Schein (1999)

• Read Schmuck & Runkel (1994)

(Week 3)
What is OD, and How It Works
Applications of OD
Planning for Change: Organizational Framework & Strategies

Homework:

• Read Carnavale (2002)

• Read Owen (2000)

(Week 4)
Planning for Change: Organizational Diagnosis
Planning for Change: Organizational Vision
Planning for Change: Resistance to Change

Homework

• Read Owen (2000)

(Week 5)
Planning for Change: Implementation, Assessment, and Adjustment

Homework:

• Read & Analyze Case #1: "Martin Luther King, Jr.: A Young Minister Confronts the Challenges of Montgomery"
  

(Week 6)
Planning for Change: "Martin Luther King, Jr.: A Young Minister Confronts the Challenges of Montgomery" (Harvard Business School)

Homework:

• Complete Brief on Case #1: "Martin Luther King, Jr.: A Young Minister Confronts the Challenges of Montgomery"

• Read & Analyze Case #2: "KIPP National-1999: Developing a School Network"

(Week 7)
Planning for Change: "KIPP National-1999: Developing a School Network" (Harvard Business School)

Homework:

• Complete Brief on Case #2: "KIPP National-1999: Developing a School Network"

• Read & Analyze Case #3: "Transformation of Seattle Public Schools-1995-2002"

(Week 8)
Planning for Change: "Transformation of Seattle Public Schools-1995-2002" (Harvard Business School)

Homework:

• Complete Brief on Case #3: "Transformation of Seattle Public Schools-1995-2002"

• Read & Analyze Case #4: "The Walt Disney Co.: The Entertainment King"

• Begin work on Case Study & Analysis

(Week 9)
Planning for Change: "The Walt Disney Co.: The Entertainment King" (Harvard Business School)

Homework:

• Complete Brief on Case #4: "The Walt Disney Co.: The Entertainment King"

• Read & Analyze Case #5: "Paul Levy: Taking Charge of the Beth Israel Deaconess Medical Center"

• Work on Case Study & Analysis

(Week 10)
Planning for Change: "Paul Levy: Taking Charge of the Beth Israel Deaconess Medical Center" (Harvard Business School)

Homework:

• Complete Brief on Case #5: "Paul Levy: Taking Charge of the Beth Israel Deaconess Medical Center"

• Read & Analyze Case #6: "24 Hour Fitness"

• Work on Case Study & Analysis, and Presentation

(Week 11)
Planning for Change: "24 Hour Fitness" (Harvard Business School)

Homework:

• Complete Brief on Case #6: "24 Hour Fitness"

• Read & Analyze Case #7: "Beginning with Children Foundation"

• Work on Case Study & Analysis, and Presentation

(Week 12)
Planning for Change: "Beginning with Children Foundation" (Harvard Business School)

Homework:

• Complete Brief on Case #7: "Beginning with Children Foundation"

• Complete Case Study & Analysis, and Presentation

(Week 13)
Case Study Presentations

Homework:

• Complete Case Study and Presentation

(Week 14)
Case Study Presentations

Homework:

• Prepare for Final Exam

(Week 15)
Final Exam (Case Study)

The instructor may alter this syllabus as conditions warrant.