Argosy University

COURSE SYLLABUS

IO6502

Organizational Leadership and Change

Faculty Information

Faculty Name: ROBERT GRAMILLANO

Campus: CHICAGO DOWNTOWN

Contact Information:

Office Hours: TBA

Short Faculty Bio: Robert Gramillano, Ed.D. (ABD), MBA, MCSA, CEC, CEIC
Certified =Empowerment and Emotional Intelligence Coach


Robert Gramillano is a Certified Executive coach with a personal coaching practice, a corporate coaching partnership and teaches graduate and undergraduate college courses in Executive Coaching, Leadership Development, Career Development, Management, Marketing, Organizational Behavior and Psychology at several academic institutions downtown Chicago from the perspective of “Personal Mastery” where the focus is on personal power through the development of Emotional Intelligence, time management and planning to maximize options.

Robert applies a creative and innovative approach to coach and inspire people to live rich and fulfilling lives by exploring new avenues toward transformation. He seeks to make a difference in clients and student's lives by sharing experiences from a diverse, international career in academic and business settings. Always learning, Robert is a doctoral candidate in Organizational Leadership also conducting experiential research in the field of Shamanism to offer a spiritual component in his work.

Course description: This course is designed to enhance skills for facilitating/consulting with organizational leadership in Organizational Change (OC). Theories and techniques for understanding and facilitating change processes within diverse organizational cultures are discussed and applied.

Course Pre-requisites: Organizational Behavior & Culture

Required Textbook:

Cameron, K.S., & Quinn, R.E., (2006). Diagnosing and changing organizational culture: Based on the competing values framework. Revised Edition. Hoboken, NJ: Wiley. ISBN: 978-0-7879-8283-6 (Pbk)

Kotter, J.P. (1996). Leading change. Boston, MA: Harvard Business School Press.

McNamara, C., (2005). Field guide to consulting and organizational development: A collaborative and systems approach to performance, change and learning. Minneapolis, MN: Authenticity Consulting. ISBN-13: 978-1-933719-20-7; ISBN- 10: 1-933179-20-6 (either is a paperback edition)

Articles (Required weekly readings):

American Psychological Association (2002), Guidelines on multicultural education, training, research, practice, and organizational change for psychologists: Guideline #6. Retrieved on June 21, 2007, from http://www.apa.org/pi/multiculturalguidelines/guideline6.html.

Antila, E.M. (2006). The role of HR managers in international mergers and acquisitions: A multiple case study. International Journal of Human Resource Management, 17(6), 999-1020. Retrieved May 29, 2007, from Business Source Premier

Database. (Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=21781995&sit e=ehost-live).

Appelbaum, S.H., Leblanc, M., & Shapiro, B.T (1998). The aftermath of downsizing. Journal of Management Development, 17(5/6), 402-434. Retrieved June 4, 2007, from Business Source Premier Database (Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=977020 & site=ehost-live ).

Arnolds, C. A., & Boshoff, C. (2004). The management of the early stages of restructuring in a tertiary-education institution- an organizational commitment perspective. South African Journal of Business Management, 35(2), 1-13. Retrieved May 23, 2007, from Business Source Premier Database.

Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=13714347 & site=ehost-live. )

Beer, M., & Walton, E. (1990). Developing the competitive organization: Interventions and strategies. American Psychologist, 45(2), 154-161. Retrieved on June 4, 2007, from PsycARTICLES Database (Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-45-2- 154&site=ehost-live ).

Eskerod, P., & Skriver, H.J. (2007). Organizational culture restraining in-house knowledge transfer between project managers: A case study. Project Management Journal, 38(1), 110-122. Retrieved on June 4, 2007, from the Business Source Premier Database (Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=24844791&sit e=ehost-live).

Gillespie, N.A., Walsh, M., Winefield, A.H., Dua, J., & Stough, C. (2001). Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress. Work & Stress, 15(1), 53-72. Retrieved on May 4, 2007, from Business Source Premier Database (Permanent link:

http://web.ebscohost.com/ehost/pdf?vid=2&hid=118&sid=1cbb4685-7566-43b1- a7e4 f4e82ea4c8e7%40sessionmgr106).

Jackson, T., & Bak, M. (1998). Foreign companies and Chinese workers: Employee motivation in the People’s Republic of China. Journal of Organizational Change Management, 11(4), 282-302. Retrieved on June 25, 2007, from Business Source Premier Database

(Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=3994330&site =ehost-live)

Jimmieson, N.L., White, K.M., & Peach, M. (2004). Employee readiness for change: Utilizing the theory of planned behavior to inform change management. Academy of Management Proceedings, C1-C6. Retrieved on June 4, 2007, from Business Source Premier Database (Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=13857578&sit e=ehost-live ).

Levesque, D.A., Prochaska, J.M., & Prochaska, J.O. (2001). Organizational stages and processes of change for continuous quality improvement in health care. Consulting Psychology Journal: Practice and Research, 53(3), 139-153. Retrieved on June 4, 2007, from PsycARTICLES Database

(permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=cpb-53-3- 139&site=ehost-live)

Mishra, K.E., SPreitzer, G.M., & Mishra, A.K. (1998). Preserving employee morale during Downsizing. MIT Sloan Management Review,39(2), 83-95. Retrieved on May 23, 2007, from Business Source Premier Database.

(Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=159481&site= ehost- live. )

Pooley, R. (2005). When cultures collide. Management Services, 49(1), 29-31. Retrieved on June 25, 2007, from Business Source Premier Database.

(Permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=16474613&sit e=ehost-live)

Spencer-Matthews, S. (2001). Enforced cultural change in academe, a practical case study: Implementing quality management systems in higher education. Assessment & Evaluation in Higher Education, 26(1), 51-59. Retrieved on June 4, 2007, from the PsychINFO Database

(permanent link: http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2002-12919- 004&site=ehost-live ).

Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:

1.  Demonstrate a conceptual understanding of Industrial Organizational (I/O) Psychology that integrates the major concepts, theoretical perspectives, empirical findings. Applications, historical trends, and key figures in the field. (Knowledge and understanding of the field)

2.  Demonstrate critical thinking and problem solving in the field of I/O Psychology. Given an organizational issue, integrate and use techniques from business and the behavioral sciences to evaluate potential problems, diagnose possible causes and develop and defend appropriate courses of action using the theoretical foundations and current research in the I/O field. (Critical thinking and problem solving)

3.  Given an industrial organizational objective, select, integrate and apply appropriate research methods, assessment instruments, statistical analyses, needs assessment techniques, program evaluation methods, job evaluation methods, and personnel evaluation methods to strategies designed to obtain the objective. (I/O research and assessment practices)

4.  Given an organization’s target for development or change, analyze organizational and work behavior in relation the to the target, evaluate the need for and influences of change on the organization and organizational members and apply appropriate models theories and principles to facilitate healthy change and development (Knowledge of I/O behavior, development and change strategies)

5.  When establishing strategies to address organizational objectives, identify relevant ethical standards from the field of I/O psychology, evaluate the potential for ethical dilemmas or violations, and make evidence based decisions that integrate and incorporate personal, social and corporate responsibility (Competency in ethics as the apply to I/O practices)

6.  Analyze and evaluate how diversity influences industrial organizational issues and develop change strategies that demonstrate an appreciation of how diversity influences individuals and groups within the organization. (Competency in diversity as it applies to I/O practices)

7.  Communicate orally and in writing to individuals and groups using appropriate formats and technology in a manner that is professional, concise, clear, organized, well supported, and relevant to the context. (Competency in oral and written communication)

8.  When planning and implementing strategies that pertain to I/O performance, identify relevant motivational and performance issues and apply appropriate motivational, training, and coaching models and principles to the strategies. (Demonstrate competency in assessing and modifying motivation and performance issues)

Course Objectives:

  1. Compare and contrast the variety of contemporary change models for creating organizational improvements and successful adaptation to contemporary challenges in business. [Program Outcome 1]

2.  Apply the Action Research Model to assess needs, plan for action, and evaluate change interventions. [Program Outcomes 2, 3, 4]

3.  Identify, evaluate, and incorporate relevant individual and cultural factors into organizational change strategies. [Program Outcome 6]

  1. Apply facilitation skills, including professional communication, for consultation. [Program Outcome 8]
  2. Assess the importance of ethical principles to inform decision making and identify ethical challenges in affecting organizational change on local and global levels. [Program Outcome 5]

Assignment Table

Topics / Readings / Formative Assignment/Assessment
1 / A. Overview
B. The role of the OC consultant
C. Overview of change
D. Personal self-awareness re change / McNamara;
Part I, pp. 1-57 only.
2 / Perils and Factors of Interest in Planned Change
- Downsizing
- Restructuring
- Mergers/
Acquisitions / Appelbaum et al.
(1998) (ALL)
Mishra et al. (1998) article (ALL)
Arnolds et al.
(2004) article
(ALL)
Gillespie et al. (2001) article
(ALL)
Antila (2006) article (ALL)
3 / Strategic Response:
A. Stages of Collaborative Consulting and Strategic Response
B. Action Research
-  Data Gathering
-  Feedback
-  Diagnosis
-  Action Planning / Eskerod et al. (2007) (article) (ALL)
McNamara; PART IV (ALL, pp. 211- 354)
4 / Assessing and understanding organizational culture and its impact on change
- APA guidelines for multicultural organizational change
- The Organizational
Culture Assessment Instrument
- Competing Values Framework
- Applying the Organizational Culture Profile for Diagnosis and Intervention / American Psychological Association (2002) article
Cameron & Quinn ALL
(Pay attention to the core principles and general guidelines for assessment and use of the diagnostic profile)
Spencer-Matthews (2001) article.
5 / Stages of Change
Assessing Readiness to change
Resistance / Jimmieson et al. (2004) article (all)
Levesque et al. (2001) article (all)
6 / Planning for Action/ Intervention
Part I: Recognizing and addressing differences in stakeholders’ needs, responsivity to change
Multinational multiculturalism / Beer & Walton (1990) article (all)
Jackson & Bak (1998) article (all)
Pooley (2005) article (all)
Part II: Stages of Consultation Response
Kotter’s model
- Identify and use the crisis/trigger for change
- Collaborate with a coalition for change of top management
- Develop the vision to guide the strategy
- Communicate
- Empower others in organization
- Create opportunities for short-term wins
- Maintain and expand gains / Kotter: ALL
(Scan for highlights. The book contains a core list of principles and each chapter expands on the principle.)
McNamara: Part III (all); 302-356 (Scan the materials presented here for application to your assignments.)
8 / Consultation Proposals / Post and Review Final Projects

Grading Criteria

Grading Scale

A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
F / 59 and below
Attendance/participation / 25%
Weekly Assignments / 45%
Final project / 35%
100%

Grading requirements

Library

All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/libweb/resources/

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.