LED1457 LEADING CHANGE
3 Credit Hours
This course is open to students on the college level in either the freshman or sophomore year.
LED1457 - Leading Change (3 hrs)
The purpose of this course is to help the student increase his/her knowledge of effective leadership strategies to utilize in change situations. Upon completion of the course, the student will be able to utilize the eight-step change effort to facilitate powerful and large-scale organizational change.
This course is designed to help the student increase his/her knowledge of effective leadership strategies to utilize in change situations.
Upon completion of the course, the student will be able to utilize the eight step change effort to facilitate powerful and large scale organizational change.
Unit Outcomes for Criterion Based Evaluation:
The following defines the minimum core content not including the final examination period. Instructors may add other content as time allows.
UNIT 1: Introduction to Change
Outcomes: The student will gain an understanding of the general concepts of leading large scale change.
- Describe why people succeed at large scale change.
- Describe why people fail at large scale change.
- Define the eight step path to change success.
- List the primary challenges encountered at each stage of the change effort.
- Explain how people meet the challenge of change.
- Recall the distinction between the see-feel-change and analysis-think-change approaches to enacting change.
UNIT 2: Urgency and the Guiding Team
Outcomes: The student will gain an understanding of the need for urgency and a guiding team during change.
- Describe the steps used to raise a feeling of change urgency.
- Explain what problems may be encountered when trying to establish urgency.
- Describe how opportunities may be used to establish urgency.
- Describe how to reduce fear, anger and complacency during the urgency step of the change effort.
- Describe the proper characteristics of the guiding team members.
- Define the power that must be given to the guiding team for successful change to occur.
- Explain how to assist the guiding team in building trust among each other and others in the organization.
- Describe the importance of emotional commitment for members of the guiding team.
UNIT 3: Vision and Communicating for Buy-In
Outcomes: The student will gain an understanding of getting the vision right and communicating for the purpose of buy-in.
- Describe the importance of moving beyond traditional analytical and financial plans/budgets during the change effort.
- Explain the creation of a compelling vision to direct the change effort.
- Describe the development of bold strategies for making bold visions a reality.
- Describe the importance of sending clear, credible and heartfelt messages about the direction of change.
- Explain the importance of establishing genuine gut-level buy-in.
- Describe the use of words, deeds, and new technologies to unclog communication channels and overcome confusion and mistrust.
UNIT 4: Empowerment and Creating Short-Term Wins
Outcomes: The student will gain an understanding of empowering actions and the creation of short-term wins.
- Describe how to remove barriers that block those who have genuinely embraced the change vision and strategies.
- Explain how to remove sufficient obstacles in organizations so that others behave differently.
- Describe how to generate wins fast enough to diffuse cynicism, pessimism, and skepticism.
- Predict the importance of momentum in a change effort.
- Explain how to make that successes are visible and unambiguous to members of the organization.
UNIT 5: Don’t Let Up and Making Change Stick
Outcomes: The student will gain an understanding of conflict resolution and the development of professional presence.
- Explain how to help people create wave after wave of change until the vision is a reality.
- Describe how to maintain urgency throughout the change effort.
- Describe how to not avoid the more difficult parts of the transformation, especially the bigger emotional barriers.
- Define how to eliminate needless work along the way to guard against exhaustion.
- Describe how to ensure that people continue to act in new ways, despite the pull of tradition, by rooting behavior in a reshaped organizational culture.
- Describe how to use the orientation process to enhance new group norms and shared values.
- Describe how to use the promotions process to enhance new group norms and shared values.
- Describe how to use the power of emotion to enhance new group norms and shared values.
Projects may vary according to the instructor.
Contact Bookstore for current textbook.
Computers and printers.
Students should adhere to the attendance policy outlined by the instructor in the course syllabus.
The grading policy will be outlined by the instructor in the course syllabus.
Maximum class size:
Based on classroom occupancy
The U.S. Department of Education, Higher Learning Commission and the Kansas Board of Regents define credit hour and have specific regulations that the college must follow when developing, teaching and assessing the educational aspects of the college. A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work for approximately fifteen weeks for one semester hour of credit or an equivalent amount of work over a different amount of time. The number of semester hours of credit allowed for each distance education or blended hybrid courses shall be assigned by the college based on the amount of time needed to achieve the same course outcomes in a purely face-to-face format.
Refer to the following policies:
402.00 Academic Code of Conduct
263.00 Student Appeal of Course Grades
403.00 Student Code of Conduct
Disability Services Program:
Cowley College, in recognition of state and federal laws, will accommodate a student with a documented disability. If a student has a disability which may impact work in this class and which requires accommodations, contact the Disability Services Coordinator.