CHANGE MANAGEMENT
Syllabus
EN
IT
Learning Objectives
LEARNING OUTCOMES:
This course intends to advance the students' ability to understand and deal with organizational transitions in complicated and dynamic settings. The teaching sessions deliver information about the most relevant theoretical perspectives which facilitate the conceptualization of organizational change. Furthermore, they address the practical instruments and tools available to manage transformation processes that concern formal organizational attributes (e.g., structures and tasks) and informal organizational features (e.g., organizational culture and organizational identity). Alongside illuminating the tangible and intangible hurdles that prevent the implementation of change, the course enables students to reflect critically on the steps needed to design and implement successful organizational transitions, shedding light into the drivers of organizational excellence. By attending the course, the students will master the change management approaches and techniques, being capable of acting as change leaders in contemporary organizations.
KNOWLEDGE AND UNDERSTANDING:
The course permits students to unravel the multiplicity of perspectives that arise around processes of organizational change. The students will become familiar with a ‘process view’ of organizational change, being aware of the different steps needed to design and arrange a timely and effective transformation of organizational dynamics. Moreover, they will develop confidence with the soft and hidden faces of organizational change, understanding how people formally and informally act either to support or to hinder organizational transition processes. This will empower them to be aware of the manifold aspects that should be appraised and managed to foster organizational transitions. Attention will be paid both to reactive and proactive change initiatives. Besides, both incremental and radical transitions will be investigated. This will facilitate students in setting clear goals in launching organizational change processes and in achieving efficiency and effectiveness in changing organizational structures and dynamics.
APPLYING KNOWLEDGE AND UNDERSTANDING:
The students will be solicited to practically use the tools and approaches available to drive processes of change. On the one hand, diagnosis practices will be discussed, enabling students to spot the triggers generating need for change and to check how external and internal stakeholders might affect the transformation of organizational processes and practices. On the other hand, students will be engaged in planning scenarios and implementing change initiatives, experiencing the most relevant issues and problems that can arise when organizations undertake a transition. Altogether, the students will be encouraged to identify appropriate measurement approaches to compare different alternatives available in order to accomplish an organizational transition and to opt for the most preferrable option, that is expected to push forward the value generation capability of the organization.
MAKING JUDGEMENTS:
Attendance at the course will improve the ability of students to make qualified and compelling judgments about the levels of efficiency and effectiveness of organizational dynamics, pinpointing need for change when performances are not consistent with expected results. The students will also be able to assess the socio-cultural features characterizing organizational dynamics, identifying opportunities for change when work environment do not meet individual and collective expectations. Lastly, yet importantly, the students will be able to assess the quality and effectiveness of change management initiatives, obtaining feedback information that might facilitate organizations in institutionalizing change as a management practice.
COMMUNICATION SKILLS:
By participating in the learning experiences embedded in this course, the students will be able to become acquainted with the jargon typically used by professionals in the field of organizational change and development. The students will be constantly involved in discussing real-life experiences of organizational change and will critically examine case studies and excerpts. Open discussions intended to collect insights from the cases will further improve the students’ communication skills.
LEARNING SKILLS:
The students will be encouraged to embrace an open system and adaptive metaphor of organizations. This will boost their learning skills, stimulating them to stick to an anthropomorphic view of organizing. Attending the course, the students will expand their own understanding of organizational and management theories with a specific focus on change management, getting valuable insights to expand their understanding of the functioning of contemporary organizations.
This course intends to advance the students' ability to understand and deal with organizational transitions in complicated and dynamic settings. The teaching sessions deliver information about the most relevant theoretical perspectives which facilitate the conceptualization of organizational change. Furthermore, they address the practical instruments and tools available to manage transformation processes that concern formal organizational attributes (e.g., structures and tasks) and informal organizational features (e.g., organizational culture and organizational identity). Alongside illuminating the tangible and intangible hurdles that prevent the implementation of change, the course enables students to reflect critically on the steps needed to design and implement successful organizational transitions, shedding light into the drivers of organizational excellence. By attending the course, the students will master the change management approaches and techniques, being capable of acting as change leaders in contemporary organizations.
KNOWLEDGE AND UNDERSTANDING:
The course permits students to unravel the multiplicity of perspectives that arise around processes of organizational change. The students will become familiar with a ‘process view’ of organizational change, being aware of the different steps needed to design and arrange a timely and effective transformation of organizational dynamics. Moreover, they will develop confidence with the soft and hidden faces of organizational change, understanding how people formally and informally act either to support or to hinder organizational transition processes. This will empower them to be aware of the manifold aspects that should be appraised and managed to foster organizational transitions. Attention will be paid both to reactive and proactive change initiatives. Besides, both incremental and radical transitions will be investigated. This will facilitate students in setting clear goals in launching organizational change processes and in achieving efficiency and effectiveness in changing organizational structures and dynamics.
APPLYING KNOWLEDGE AND UNDERSTANDING:
The students will be solicited to practically use the tools and approaches available to drive processes of change. On the one hand, diagnosis practices will be discussed, enabling students to spot the triggers generating need for change and to check how external and internal stakeholders might affect the transformation of organizational processes and practices. On the other hand, students will be engaged in planning scenarios and implementing change initiatives, experiencing the most relevant issues and problems that can arise when organizations undertake a transition. Altogether, the students will be encouraged to identify appropriate measurement approaches to compare different alternatives available in order to accomplish an organizational transition and to opt for the most preferrable option, that is expected to push forward the value generation capability of the organization.
MAKING JUDGEMENTS:
Attendance at the course will improve the ability of students to make qualified and compelling judgments about the levels of efficiency and effectiveness of organizational dynamics, pinpointing need for change when performances are not consistent with expected results. The students will also be able to assess the socio-cultural features characterizing organizational dynamics, identifying opportunities for change when work environment do not meet individual and collective expectations. Lastly, yet importantly, the students will be able to assess the quality and effectiveness of change management initiatives, obtaining feedback information that might facilitate organizations in institutionalizing change as a management practice.
COMMUNICATION SKILLS:
By participating in the learning experiences embedded in this course, the students will be able to become acquainted with the jargon typically used by professionals in the field of organizational change and development. The students will be constantly involved in discussing real-life experiences of organizational change and will critically examine case studies and excerpts. Open discussions intended to collect insights from the cases will further improve the students’ communication skills.
LEARNING SKILLS:
The students will be encouraged to embrace an open system and adaptive metaphor of organizations. This will boost their learning skills, stimulating them to stick to an anthropomorphic view of organizing. Attending the course, the students will expand their own understanding of organizational and management theories with a specific focus on change management, getting valuable insights to expand their understanding of the functioning of contemporary organizations.
Prerequisites
None. However, students will beneft from key notions in the fields of organizational design and behavior and organizational change.
Program
The course is organized to cover the following six main topics, that are further articulated in several sub-sections addressing during class activities:
1. A process perspective to manage change
1.1 Defining what we mean by change in organizational contexts (2 hours)
1.2 Process models of change (2 hours)
1.3 Leading processes of change (2 hours)
2. Recognizing the need for change in organizations
2.1 Patterns of change (2 hours)
2.2 Triggers and sources of change (2 hours)
2.3 Initiating processes of change (2 hours)
3. Diagnosing what should be changed
3.1 Diagnosis approaches and processes (2 hours)
3.2 Tools and instruments for diagnosis (2 hours)
3.3 Gathering and interpreting information about change (2 hours)
4. Planning and preparing for change
4.1 Implementation strategies (2 hours)
4.2 Change plans (2 hours)
4.3 Types of interventions (2 hours)
5. Managing people issues
5.1 Building change relationships (2 hours)
5.2 Leading change (2 hours)
5.3 Power and politics amidst change processes (2 hours)
6. Communicating and implementing change
6.1 Communicating change processes (2 hours)
6.2 Implementing change (2 hours)
6.3 Institutionalizing change (2 hours)
1. A process perspective to manage change
1.1 Defining what we mean by change in organizational contexts (2 hours)
1.2 Process models of change (2 hours)
1.3 Leading processes of change (2 hours)
2. Recognizing the need for change in organizations
2.1 Patterns of change (2 hours)
2.2 Triggers and sources of change (2 hours)
2.3 Initiating processes of change (2 hours)
3. Diagnosing what should be changed
3.1 Diagnosis approaches and processes (2 hours)
3.2 Tools and instruments for diagnosis (2 hours)
3.3 Gathering and interpreting information about change (2 hours)
4. Planning and preparing for change
4.1 Implementation strategies (2 hours)
4.2 Change plans (2 hours)
4.3 Types of interventions (2 hours)
5. Managing people issues
5.1 Building change relationships (2 hours)
5.2 Leading change (2 hours)
5.3 Power and politics amidst change processes (2 hours)
6. Communicating and implementing change
6.1 Communicating change processes (2 hours)
6.2 Implementing change (2 hours)
6.3 Institutionalizing change (2 hours)
Books
Hayes, John (2022), The Theory and Practice of Change Management (Sixth Edition), Red Globe Press: MacMillan International.
Students are required to read the entire textbook, with no exceptions.
Students are required to read the entire textbook, with no exceptions.
Bibliography
Cawsey, T. F., Deszca, G. & Ingols, C. (2016). Organizational Change. An Action-Oriented Toolkit. Sage
de Biasi, K. (2019). Solving the Change Paradox by Means of Trust. Springer
Garden, A. (2017). Organizational Change in Practice The Eight Deadly Sins Preventing Effective Change. Routledge.
Senior, B. & Swailes, S. (2020). Organizational Change, Sixth Edition. Pearson.
de Biasi, K. (2019). Solving the Change Paradox by Means of Trust. Springer
Garden, A. (2017). Organizational Change in Practice The Eight Deadly Sins Preventing Effective Change. Routledge.
Senior, B. & Swailes, S. (2020). Organizational Change, Sixth Edition. Pearson.
Teaching methods
The course employs a mix of teaching methods. The traditional frontal lecture is done with the support of slides, which are accessible to all students. Students are encouraged to actively participate with questions and opinions. Furthermore, the course include in-class group discussions, analysis of multimedia materials, and case studies (micro-tasks).
Exam Rules
The exam is written (only first exam session) or oral (other exam sessions). During the course, the students (both attending and non-attending ones) will be able to get some bonus grades by arranging some engaged learning activities (micro-task). Such activities are not mandatory to take the final exam. All students (attending and non-attending) are subject to the same exam rules.
The written exam will consist of 4 open questions, which will be evaluated on a scale from 1 to 8 according to the following criteria:
• 1 point: The student is unable to discuss the topics reported in the question. Theoretical knowledge is not adequately exploited to articulate convincing propositions. No insights are provided drawing on examples that may enhance the topics’ understanding.
• 2 points: The student provides fragmented notions. Theoretical knowledge is poorly exploited to articulate convincing arguments. Limited insights are provided drawing on examples that may enhance the understanding of the topics.
• 3 points: The student provides sufficient notions that address the key issues in the question. Theoretical knowledge is adequately exploited to articulate convincing propositions and arguments. Some insights are provided, drawing on examples that may enhance the understanding of the topics.
• 4 points: The student provides adequate notions allowing to address most issues in the question. Theoretical knowledge is effectively used to articulate convincing propositions and arguments. Good insights are argued, drawing on examples that enhance the understanding of the topics dealt with.
• 5 points: The student provides more than adequate notions allowing to address most issues in the question. Theoretical knowledge is effectively used to articulate sound arguments. High quality insights are argued, drawing on examples that enhance the understanding of the topics dealt with.
• 6 points: The student completely addresses the issues contemplated in the question. The student is proficient in using theoretical knowledge to frame the answer and draw insights from connecting different topics. Fitting insights are provided, drawing on adequately developed practical examples.
• 7 points: The student completely addresses the issues contemplated in the question. The student uses a wide array of conceptual tools to investigate the topics. Practical examples are discussed in a critical way to provide multifaceted perspectives to address the issues touched by the question.
• 8 points: The student thoroughly addresses the issues contemplated in the question. The student uses a comprehensive array of conceptual tools to investigate the topics. Deep practical examples are discussed in a critical way to provide fit perspectives to argue the position taken.
The results of the written exam, given by the sum of the evaluation of the four questions, will be comunicated through a personal email and the publication of the results online. Anonimity will be guaranteed, using the matricola number of examined students. If the students are getting a grade beyond 30, the laude will be conferred.
The oral exam will convey open questions about the key topics addressed during the course. They will be aimed at assessing the knowledge of students, as well as their conceptualization capabilities and the reasoning skills. The learning objectives which will be gauged are:
• knowledge and comprehension capability;
• ability to apply knowledge;
• autonomy of judgments;
• ability to communicate.
Micro-tasks will enable us to assess the ability to apply knowledge and make individual judgments about the topics addressed during the course. Attention will be also paid to the ability to arrange adequate formal communication. The following scheme will be used for evaluation purposes:
18-20: Barely sufficient knowledge and understanding of topics with possible generalizations and imperfections; sufficient skills of analysis synthesis and autonomy of judgment, topics are expounded frequently inconsistently and with inappropriate/technical language;
21-23: Basic knowledge and understanding of topics; ability to analyze and synthesize correctly with sufficiently coherent logical argumentation and appropriate/technical language
24-26: Fair knowledge and understanding of topics; good analytical and synthesis skills with arguments expressed rigorously but with language not always appropriate/technical.
27-29: Comprehensive knowledge and understanding of topics; considerable ability to analyze and synthesize; good autonomy of judgment; topics expounded rigorously and with appropriate/technical language
30-30L: Excellent level of thorough knowledge and understanding of topics; excellent skills of analysis, synthesis and autonomy of judgment; arguments expressed in an original manner and with appropriate technical language.
The written exam will consist of 4 open questions, which will be evaluated on a scale from 1 to 8 according to the following criteria:
• 1 point: The student is unable to discuss the topics reported in the question. Theoretical knowledge is not adequately exploited to articulate convincing propositions. No insights are provided drawing on examples that may enhance the topics’ understanding.
• 2 points: The student provides fragmented notions. Theoretical knowledge is poorly exploited to articulate convincing arguments. Limited insights are provided drawing on examples that may enhance the understanding of the topics.
• 3 points: The student provides sufficient notions that address the key issues in the question. Theoretical knowledge is adequately exploited to articulate convincing propositions and arguments. Some insights are provided, drawing on examples that may enhance the understanding of the topics.
• 4 points: The student provides adequate notions allowing to address most issues in the question. Theoretical knowledge is effectively used to articulate convincing propositions and arguments. Good insights are argued, drawing on examples that enhance the understanding of the topics dealt with.
• 5 points: The student provides more than adequate notions allowing to address most issues in the question. Theoretical knowledge is effectively used to articulate sound arguments. High quality insights are argued, drawing on examples that enhance the understanding of the topics dealt with.
• 6 points: The student completely addresses the issues contemplated in the question. The student is proficient in using theoretical knowledge to frame the answer and draw insights from connecting different topics. Fitting insights are provided, drawing on adequately developed practical examples.
• 7 points: The student completely addresses the issues contemplated in the question. The student uses a wide array of conceptual tools to investigate the topics. Practical examples are discussed in a critical way to provide multifaceted perspectives to address the issues touched by the question.
• 8 points: The student thoroughly addresses the issues contemplated in the question. The student uses a comprehensive array of conceptual tools to investigate the topics. Deep practical examples are discussed in a critical way to provide fit perspectives to argue the position taken.
The results of the written exam, given by the sum of the evaluation of the four questions, will be comunicated through a personal email and the publication of the results online. Anonimity will be guaranteed, using the matricola number of examined students. If the students are getting a grade beyond 30, the laude will be conferred.
The oral exam will convey open questions about the key topics addressed during the course. They will be aimed at assessing the knowledge of students, as well as their conceptualization capabilities and the reasoning skills. The learning objectives which will be gauged are:
• knowledge and comprehension capability;
• ability to apply knowledge;
• autonomy of judgments;
• ability to communicate.
Micro-tasks will enable us to assess the ability to apply knowledge and make individual judgments about the topics addressed during the course. Attention will be also paid to the ability to arrange adequate formal communication. The following scheme will be used for evaluation purposes:
18-20: Barely sufficient knowledge and understanding of topics with possible generalizations and imperfections; sufficient skills of analysis synthesis and autonomy of judgment, topics are expounded frequently inconsistently and with inappropriate/technical language;
21-23: Basic knowledge and understanding of topics; ability to analyze and synthesize correctly with sufficiently coherent logical argumentation and appropriate/technical language
24-26: Fair knowledge and understanding of topics; good analytical and synthesis skills with arguments expressed rigorously but with language not always appropriate/technical.
27-29: Comprehensive knowledge and understanding of topics; considerable ability to analyze and synthesize; good autonomy of judgment; topics expounded rigorously and with appropriate/technical language
30-30L: Excellent level of thorough knowledge and understanding of topics; excellent skills of analysis, synthesis and autonomy of judgment; arguments expressed in an original manner and with appropriate technical language.