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Establishment
Language of instruction
English
Teaching content
HRM
Training officer(s)
J.FORRAY
Stakeholder(s)
Jean FORRAY
Présentation
Prerequisite
Students will read and discuss several cases depicting change initiatives in different organizational circumstances. The cases do not have specific answers; therefore the ability to analyze complex and ambiguous situations is important. Students should have the ability to work both independently and collaboratively, and to provide thoughtful comments when called upon in class. The final essay requires creativity, integration and synthesis of topics covered in class and in case assignments.
Goal
At the end of the course, the student should be able to:
1. Demonstrate understanding of concepts and theories associated with organizational change.
2. Analyze change efforts in different organizational circumstances.
3. Define key elements involved in leading successful change efforts.
4. Describe the role of organizational culture in leading change efforts.
5. Use concepts and theories associated with successful organizational change to design a change initiative.
1. Demonstrate understanding of concepts and theories associated with organizational change.
2. Analyze change efforts in different organizational circumstances.
3. Define key elements involved in leading successful change efforts.
4. Describe the role of organizational culture in leading change efforts.
5. Use concepts and theories associated with successful organizational change to design a change initiative.
Presentation
This course examines the nature of organizational change and the role of leadership in that process. Students will be introduced to several change theories and consider the strengths and weaknesses of existing models of change. Case studies of organizational change initiatives and a a change leadership simulation will be used to examine change dynamics and change leadership in different organizational contexts. Using theories learned and discussed in class, students will design a change initiative of their own choosing.
Modalités
Organization
| Type | Amount of time | Comment | |
|---|---|---|---|
| Présentiel | |||
| Cours interactif | 16,00 | ||
| Autoformation | |||
| Lecture du manuel de référence | 2,00 | Books/Readings: assigned conceptual articles | |
| E-Learning | 8,00 | E-learning: 4 team-based simulation rounds with notes/analysis for class discussion | |
| Travail personnel | |||
| Charge de travail personnel indicative | 8,00 | Preparation of personal change initiative essay | |
| Overall student workload | 34,00 | ||
Evaluation
Simulation Notes and Performance (Team; 40%): Written notes for each simulation round that explain the team's overall strategy and decision-making thought process at each decision point; efficiency ratio performance on simulation. Final Essay (Individual; 30%): Consideration of the similarities and differences of change theories discussed in course including strengths and weaknesses in different organizational contexts. Project (Individual; 30%): Design change strategy and implementation for a change initiative of the student's choice.
Ressources
Bibliography
Hailey & Balogun (2002) Devising Context Sensitive Approaches To Change: The Example of Glaxo Wellcome. Long Range Planning 35: 153–178. -
Kotter & Schlesinger (2008) Choosing Strategies for Change. Harvard Business Review, July-August, 130-139. -
Foreground Reading, How to Play; Scenario Introductions -
Kotter & Schlesinger (2008) Choosing Strategies for Change. Harvard Business Review, July-August, 130-139. -
Foreground Reading, How to Play; Scenario Introductions -
Online Simulation for Class
Internet resources