University of San Diego
School of Leadership and Education Sciences
Department of Leadership Studies
LEAD 559
Leadership and Organizational Change
Class Tuesdays 5:30-8:20 MRH 201 Office Hours Tuesdays 11:00-4:00 AND BY APPOINTMENT MRH 275-C ZGREEN@SANDIEGO.EDU X4673 Teaching Team
Zachary Gabriel Green, Ph.D., Professor of Practice
Mara Vicente Robinson, M.Ed. Doctoral Student, Leadership Studies
Also joining as of March….
Corinne Brion, Doctoral Student, Leadership Studies
Stefano Olmeti, Ph.D.-Visiting International Research Scholar
COURSE OVERVIEW
We recognize on some fundamental level that we shape and are shaped by organizations. Our purpose in this course is to bring some sense-making to the increasingly complex world of
organizational life. Beginning with a process of exploring what change means within ourselves, the course goes on to the study of classic theories and progresses to the critical analysis of emerging models. We will work to understand what brings meaningful, sustainable change to organizations and how different leadership models can be applied to this learning. In order to make this integration more “real” and embodied, the class-as-a-whole will become its own organization. This process will be informed and influenced by what is presented in class and how we choose to present ourselves. Students will also be expected to gain mastery in a nested systemic model of analysis applied to an organization, preferably one with an international reach. Our effort is to consider the implications of organizational change from the intra-personal to the eco-global levels so as to prepare ourselves to lead in the world of now as well as in the rapidly approaching future that awaits us all.
things will not stay the way they are.”
Bertolt Brecht
COURSE OBJECTIVES
By the end of this course, students are expected to:
o Demonstrate mastery in conducting organizational theory
analysis in oral and written work to applied research on organizations with an international reach
o Develop the beginnings of a personal model of organizational
change that is “original” and derived from existing theory that demonstrates critical thinking, synthesis, and integral level analysis
o
Present and apply emerging organizational theory models to an organization whose work and purpose reflect the values of the particular studento
Model consultation of an organizational/training process to the
class through a team intervention
o Work collectively in the application of leadership and
organizational change practice “real time” through team presentations and a collaborative class-as-organization project
“We live in a moment of history where change is so speeded up that we
begin to see the present only when it is already disappearing.”
R. D. Laing
TEXTS and READINGS
Required
Senge, P., Scharmer, O., Jaworski, J, Flowers, B. (2004). Presence: Human purpose and the field of the future. Cambridge, MA: Society for Organizational Learning.
Senge, P. (2006). The fifth discipline: The art and practice of the learning organization-revised. New York: Doubleday.
Referenced and Recommended
Argyris, C. (1993). Knowledge for action: A guide to
overcoming barriers to organizational change. San Francisco: Jossey-Bass.
Bushe, G.R. (2009) Clear leadership: Sustaining real
collaboration and partnership at work (2nd Edition). Boston:
Davies-Black.
Corlett, J. & Pearson, C. (2003). Mapping the organizational psyche. Gainesville, FL: Center for Application of
Psychological Types.
Haslam, A et al (2011). The new psychology of leadership. New York: Psychology Press.
Katzenbach, J. & Smith, D. (2003). The wisdom of teams. New York: Harper Collins.
Kotter, J. (1996). Leading change. Boston: Harvard Business School Press.
Morgan, G. (2006). Images of organizations. Thousand Oaks, CA: Sage.
Quinn, R. (1996). Deep change: Discovering the leader within. San Francisco: Jossey-Bass.
Scharmer, O. (2007). Theory U: Leading from the future as it emerges. Cambridge, MA: Society for Organizational
Learning.
Senge, P. (2010). The necessary revolution: Working
together to create a sustainable world. New York: Broadway Books.
Additional web-based readings will be made available throughout the course
"... many signs indicate that the future enters in us...
in order to be transformed in us, long before it happens."
THIS COURSE IS ALIGNED WITH THE PRINCIPLES OF THE USD/ASHOKA CHANGEMAKER INITIATIVE
COURSE OUTLINE
The actual week-by-week plan of the class will be determined by the rate and pace of learning rather than the outline per se.
THIS COURSE IS ITS OWN EMERGENT PROCESS! Elements of the course may be shifted based on the needs and interests of the students and/or what is deemed in the best interest of the learning of the class.
WEEK 1. JANUARY 26
Beginning Where We Are: Intrinsic Intention in a
VUCA World
READINGS DUE: (can be completed by next week)
“Peter Senge and the Learning Organizations”
http://www.infed.org/thinkers/senge.htm
Scharmer, C. Otto. “Addressing the Blind Spot of Our Time: Executive Summary of Theory U.”
http://mitleadership.mit.edu/pdf/Theory_U_Exec_Summary.pdf
Wells, Leroy (1985). “The Group-as-a-Whole Perspective and its Theoretical Roots.”
http://www.grouprelationsarticlesonline.com/previews/PGRR2_7.pdf
VIEWINGS DUE FOR NEXT WEEK:
Edgar Schein and Organizational Culture
WEEK 2. FEBRUARY 2
Personal/Shared Vision and Classical Theories of
Change
READINGS DUE:
Senge/Fifth Discipline---“Team Learning” and Part I Senge et. al/Presence---Part I—“Learning to See”
Molenkamp & Green—“Boundary, Authority, Role, and Task: The BART System of Group and Organizational Analysis”
http://www.it.uu.se/edu/course/homepage/projektDV/ht09/BART_G reen_Molenkamp.pdf
VIEWINGS DUE: The Overview Effect
http://www.karmatube.org/videos.php?id=4066
ASSIGNMENT DUE:
Reflection Paper#1—Using the introductory video as a basis, offer a narrative about your experience of doing something for someone other than yourself. Link this action with your emerging philosophy about “change.” Make at least one reference to the readings…. (MAX 3 pages)
WEEK 3. FEBRUARY 9
Personal Mastery, Creative Tension and Appreciative
Inquiry
READINGS DUE:
Senge/Fifth Discipline---“Shared Vision” and Part II Senge et. al/Presence---Part II—“Into the Silence” VIEWINGS DUE:
No Puedo Ser (example of Open Heart, Mind, Will)
http://www.youtube.com/watch?v=jc_24Ya5Y4E
Leadership is---Theory U—Otto Scharmer
http://www.youtube.com/watch?v=XMPOf4iMDe8
ASSIGNMENT DUE:
-Personal vision statement (draft likely completed in class) -Identification of scholar-theorist(s)/organization for personal project (MAX 1 page)
WEEK 4. FEBRUARY 16
Mental Models and Ladder of Inference
Begin Team Consultation Presentations
READINGS DUE:
Senge/Fifth Discipline---“Mental Models”
Senge et. al/Presence---Part III—“Becoming a Force of Nature” Morgan/Images of Organizations—Chapter 4-“Learning and Self-Organization”
VIEWINGS DUE: Ladder of Inference
http://www.youtube.com/watch?v=KJLqOclPqis
ASSIGNMENTS DUE:
Thomas-Killman Conflict Styles Inventory
WEEK 5. FEBRUARY 23
Theory U: Transforming the self to meet the Self
READINGS DUE:
Senge/Fifth Discipline---“Personal Mastery”
Senge et. al/Presence---Part IV—“Meeting our Future” Morgan/Images of Organizations—Chapter 1-3, 9 ASSIGNMENT DUE:
Class-as-Organization Strategic and/or Scenario Plan— Each student (or pair) must complete an interim strategic plan for your vision of the organization. Elements include at a minimum:
executive summary, mission, shared vision(s), core values,
goals/objective (3-5), draft action plan outline/bullets, responsibility chart, and environmental scan.
“This too shall pass.”
Originally believed to be a part of an ancient Persian proverb.
WEEK 6. MARCH 1
READINGS DUE:
Senge/Fifth Discipline---“Part IV” --Prototypes Morgan/Images of Organizations—Chapter 11 VIEWING DUE:
Margaret Wheatley-Leadership and the New Science http://www.youtube.com/watch?v=cYtu9HMNIFc ASSIGNMENTS DUE:
Personal project interim progress briefings (Max 1 page)
WEEK 7. MARCH 8
Complex Organizational Systems
READINGS DUE:
Morgan/Images of Organizations—Chapters 5, 8 VIEWING DUE:
Plato’s Allegory of the Cave
http://www.youtube.com/watch?v=sAu-CNSh9F0
David Snowden—Cynefin Framework
http://www.youtube.com/watch?v=N7oz366X0-8
WEEK 8. MARCH 15
Emerging Models of Organizational Change
READINGS DUE:
Morgan/Images of Organizations—Chapter 10 ASSIGNMENTS DUE:
Class-as-organization “Prototype” briefings (ALL) (MAX 1 page)
MARCH 22---SPRING BREAK
WEEK 9. MARCH 29
Eco-Leadership and Global Perspectives
Morgan/Images of Organizations—Chapters 6, 7 ASSIGNMENTS DUE:
Reflection Paper #2—My Metaphor and “U”---Beginning with any critical incident within the class this semester, make linkage to presence (or any other aspect of Theory U) and your metaphor(s)… (3-5 pages MAX)
WEEK 10. APRIL 5
The urgency of now
—
advances from Scharmer
READINGS DUE: (Tentative)
Senge: Readings from The Necessary Revolution: Working Together to Create a Sustainable World
Haslam: Readings from New Psychology of Leadership
ASSIGNMENTS DUE:
WEEK 11. APRIL 12
COMPREHENSIVE MASTERY EXAM (first 90 minutes)
Class-as-organization for final hour
WEEK 12. APRIL 19
Theories of Organization Change/Student Projects
See
ASSIGNMENTS
for details
--PLEASE NOTE THERE WILL BE INTERIM DELIVERABLES
“All change is not growth, as all movement is not forward.” Ellen Glasgow
WEEK 13. APRIL 26
Theories of Organization Change/Student Projects
See
ASSIGNMENTS
for details
WEEK 14. MAY 3
Class-as-Organization Project Presentation to
Bayside
See
ASSIGNMENTS
for details
--PLEASE NOTE THERE WILL BE INTERIM DELIVERABLES
Closing and Commitments to Action
“Without accepting the fact that everything changes, we cannot find perfect composure. But unfortunately, although it is true, it is difficult for us to accept it.
Because we cannot accept the truth of transience, we suffer.”
Shunryu Suzuki
ASSIGNMENTS
Course RequirementsEach of the major assignments will be detailed more fully as the course progresses.
o Participation and Presence 15%
The participation of all members of the class is essential to the collective learning process. Please make every effort to be present for class sessions.
o Reflection Paper (and Blogs) 10%
Two reflections papers (and blogs) will be assigned for students to share their experience of critical incidents in the class. While these assignments are primarily “pass-fail” in terms of evaluation, they are essential to gauge your final grade. Assessments are to give you markers of how well you are meeting expected standards.
o Class-as-Organization Project 25%
The class will become its own organization that will seek to bring change. Course time will be offered to have the class move from vision to action in this semester long collective project. There will be three deliverables:
1. Strategic/Scenario Plan (includes interim assignment)
2. Prototype of Final Project (per Theory U) 3. Final Project
OTHER REQUIREMENTS INCLUDE:
o There MUST be evidence, through Responsibility
Charting, that each member of the class made contributions to the project.
o The project MUST include use of new media as part
of the presentation of the final work. Foliotek (or similar platform) is acceptable and preferred.
o The project MUST include quality scholarly research
related to leadership/organizational development.
o The project MUST have a reach in terms of content,
research, and/or impact beyond the classroom and the USD campus.
THESE REQUIREMENTS ARE ALL AVAILABLE FOR NEGOTIATION WITH THE PROFESSOR.
o Mastery Final Examination 20%
Students are expected to pass a comprehensive exam at the 90% level. Those who do not meet this standard will have one additional opportunity to do so as a take home. Level of success on the exam influences final course grades, especially in situations that are “in-between.”
o Theory of Organizational Change Project 30%
Each student (or team of students up to three) will become expert and conduct an organizational analysis on a “Triple P” organization of his/her choosing. THIS PROJECT IS TO BE INFORMED BY THE SUSTAINABLE DEVELOPMENT GOALS. As such, any organization chosen should have an international reach. This research will form the basis for each student (or team) developing an emerging theory of organizational change.
Creative and new media approaches to the delivery of this project are VERY STRONGLY encouraged. (Read: “required”)
Action inquiry on the nature and meaning of your choice of organization AND the impact of this learning on the development of your own theory are expected as part of the project. Particular attention to theories of motivation (intrinsic vs. extrinsic OR another theory of motivation) is expected in this reflection. Students are to conduct research and include
references in their work to no fewer than three
“new” sources used in deriving their theory and
conducting the analysis. Sources may include material from the “recommended” lists of readings and/or other sources. Competent referencing of Senge, Scharmer, and Morgan where appropriate is also
expected.
Links to Internet materials, including websites and other media of the organization studied, are required. As a “traditional” written assignment, students can expect to complete this project in 15 double-spaced pages. As other media approaches are encouraged, the acceptable delivery through such methods is to be negotiated with the professor.
Grading Method
Elements of this course will involve some level of self-evaluation, peer feedback by fellow students, and evaluation by the professor. Attention will be given to one’s development of mastery of the course concepts as well as performance on the specific assignments outlined.
The Class-As-Organization assignment, and Theory of Change project, and final grades will be on a traditional “A-C” basis. A = 93-100% A- = 90-92 B+ = 89-86 B = 85-83 B- = 82-80 C = 79 and below
A=Highest level of integration, synthesis, and mastery of concepts (written and/or oral) is competently and consistently demonstrated. Ability to apply the learning to
articulate new and ongoing learning shows quality, originality and creativity, perhaps advancing the field.
A-/B+= Developmental mastery of concepts (written and/or oral) is demonstrated. Ability to see how the learning is applied to personal and/or organizational contexts is evidenced. Gaps, if any, are in integration and articulation of new and ongoing learning. Work is of consistent quality.
B= Acceptable level of demonstrable learning and quality of work is evidenced. There is consistent mastery of select concepts but challenges in applying the learning to personal and/or
organizational contexts continues. If there is evidence of limited integration of key course concepts in the final exams and papers, a grade lower than a “B” may be the result.
C=Conversation! Indicates failure to meet minimum standards on one or more course requirements.
PLEASE. NO INCOMPLETES.
“If you want to truly understand something, try to change it.”
Kurt Lewin
---
Requests for Accommodation
Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified in considering specific accommodations.
Grade of Incomplete
The grade of Incomplete (“I”) may be recorded to indicate (1) that the
requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the
complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for
non-completion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester,
otherwise the “I” grade will become a permanent “F.”
SOLES On-line Course Evaluation
Student evaluations in SOLES are collected via an on-line system that maintains student anonymity. SOLES uses these evaluations for continuous improvement of course content and instruction and as a component of its regular performance review of faculty members, so please take them seriously. Course evaluations are available to students in their MySanDiego accounts via the Active Registration link on the One-Stop Services tab. Your instructor will provide you with
instructions on how to access the evaluations once they are activated near the scheduled conclusion of your course.
Statement on Plagiarism
Students are responsible for knowing what plagiarism is and avoiding it. Students who commit plagiarism are subject to penalties that may include suspension or expulsion from the university.
Plagiarism occurs when individuals present the words and/or ideas of others as if they are their own. To avoid plagiarism, you must give credit to your source whenever you use:
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings—any pieces of information—that are
not common knowledge;
quotations of another person’s actual spoken or written words; or
a paraphrase of another person’s spoken or written words.
If you wish more information on what plagiarism is and how to avoid it please see http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml . (The bulleted
