MGMT 425 Leading Organizational Change Course Guide
MKMG 425, Organizational Development and Change, is the senior capstone course for students pursuing a management concentration or management degree in the School of Business at Siena College. This course encourages students to integrate knowledge and skills developed in their previous management courses. Students learn and apply proven methods to help organizations achieve goals and build capabilities to meet future challenges. Emphasis will be placed on understanding how change impacts individuals, teams and organizations.
To succeed in this course, students will have to assume an active, participative role in the learning process. This course will attempt to mirror the type of interactive communication and analytical processes that typically occur as organizations struggle to attain the objectives of their stakeholders in an intensely competitive environment. This course should be challenging, interesting and relevant. It focuses specifically on the types of problems, processes, and decisions that are faced by leaders in all types of organizations.
The student will apply a model of planned and sustainable change to show competence in the following learning objectives:
1. Solve organizational problems and achieve organizational goals by applying management theory, managing change, integrating knowledge from multiple disciplines, and conducting independent research.
2. Consider the impact of management decisions and actions on the organization, stakeholders, and the natural environment.
3. Demonstrate team member and leadership skills.
4. Use written and oral communication skills to inform, influence and motivate organizational members and other stakeholders.
Students will integrate their knowledge of management theory and practice into a model of planned and sustainable change. The four-phased change model provides ample opportunity for students to put core management knowledge and skills into practice. The initial phase creates an initial understanding of the target organization’s goals, needs, stakeholders and environment; establishes the problem space; and sets constraints on the planned change. The second phase encourages discovery of root problems and data gathering from cultural, political and strategic perspectives. Teamwork and communication skills are stressed as information is gathered and organized to provide meaningful challenges and alternatives to decision makers. The third phase puts all management functions to task, as change agents plan initiatives to organize, lead and control actions necessary for change. Specific tasks include: creating and communicating a vision; developing measurable goals; coordinating a guiding coalition with sufficient power to overcome resistance to change; motivating others and assessing progress. The final phase emphasizes evaluating effects; providing feedback; and reinforcing those aspects which will lead to organizational success
Students will work individually and in teams to apply the sustainable change model to specific challenges facing organizations. The applied portion of this course can be accomplished through a variety of means including case or field studies, simulations and problem based service learning opportunities.
Recommended Teaching Methodology
Some lecture will be required in this class to disseminate relevant information about the model of planned and sustainable change. The substantial number of different change interventions prevents their detailed discussion in class. The instructor should introduce students to a few key interventions and then show students where they can find additional information. The readings can come from required texts as well as relevant materials obtained from current periodicals and other texts.
A substantial portion of this course should focus on the application of the selected planned and sustainable change model. An interactive case, simulation, organization study, or problem based service learning opportunity can be used to guide students through the complexities of the change process and allow students to develop their ability to create sustainable change. The approaches outlined below can be used individually or in combination to provide students an experiential format for learning:
Regardless of the approach chosen, students should be provided opportunities to gather information, conduct analyses, and create products both individually and in teams. Class discussions should provide opportunities for students to share progress made and problems encountered, and seek suggestions from the professor and classmates. Self-assessments and group exercises can be used to encourage students to evaluate and analyze how their own perceptions and attitudes toward change would affect their ability to implement or accept change in organizations.
Recommended Assessment Measures
The following evaluation instruments will be used to assess the learning outcomes for this class:
Learning Outcomes 1 and 2
Student teams will report progress on the application of each phase of the sustainable change model to simulation, live, organizational study or service learning project. In addition, as part of their final exam, each individual student will apply the sustainable change process to create a change proposal for a specific organization. Student’s proposals will be evaluated using the standard rubric for problem solving and socially responsible decision making.
Learning Outcomes 3 and 4
Students will receive feedback from the instructor, team members, and clients (when applicable) on team, leadership, writing and oral communication skills using the standard rubrics.
Statement of Expectations
This course is required for Marketing and Management majors with a concentration in Management. It builds upon information from their previous courses in the management concentration – MKMG 211 Organization and Management, MKMG 329 Organizational Behavior, MKMG 332 Human Resource Management, and MKMG 339 Leadership. The concepts from these courses will not be repeated in MKMG 425.
Because of the interactive and applied nature of the course, students are expected to come prepared for class discussion and ready to work individually or in teams to apply the steps in the sustainable change model to assigned situations.
Student-teacher relationships in this class are built on trust. Any student found violating this trust undermines the educational process and is subject to significant disciplinary action.
The concept of academic integrity lies at the heart of any college. This is true of Siena with its strong Franciscan tradition and its dedication to fostering sound moral growth. In such an environment, academic dishonesty cannot be tolerated. Students who commit such acts expose themselves to punishments as sever as dishonorable dismissal from the college. Academic dishonesty can take different forms, including, but not limited to, cheating (dishonesty in a test situation), plagiarism (dishonesty in the presentation of materials in a paper or report), and computer abuse. In any situation in which a student is unsure of what constitutes academic dishonesty, it is the student’s responsibility to raise the question with his or her instructor. It is also the student’s responsibility to be familiar with the student guidelines on academic honesty, “Academic Integrity and the Siena Student.” Alleging ignorance of what constitutes academic dishonesty or of the College’s policy on the subject will not be considered a valued explanation or excuse.
Students suspected of violating academic integrity will be referred to the Academic Integrity Committee for final determination
MKMG 425 is a required course for students earning a degree in Marketing and Management with a concentration in Management. Students must complete MKMG 211 Organization and Management and MKMG 329 Organizational Behavior prior to taking this class.
Institutional Mechanism for Providing Feedback for Continuous Quality Improvement
The Marketing and Management department will review the assessment results for this course every semester. The assessment results for each learning outcome will be analyzed and any deficiencies in the achievement of the learning outcomes will be addressed. The faculty who teach this course will meet at the end of each semester to determine what appropriate changes will be made in the process in order to improve students’ mastery of the learning objectives.