Advanced knowledge of organization theories is suggested.
The goal of this course is to introduce students to conceptual frameworks, debates, and developments in the field of (1) organizational change; (2) change management; (3) organizational behaviour. At the end of this course, students will be able to:
- describe the main theoretical frameworks to explain organizational change;
- understand how organizations change and develop;
- use the appropriate diagnostic tools to identify the need for change and development, and assess the organizational readiness;
- critically reflect about the possible problems and obstacles around organizational change;
- describe the main theoretical frameworks concerning motivation, individual and organizational learning, teams and organizational climate, organizational conflict;
- understand how organizations can deal with motivation, learning, organizational climate issues and conflict during change processes.
At the beginning, students will be introduced to basic concepts such as organizational change, organizational development, innovation and change management. Afterwards, the following topics will be addressed: theoretical approaches to change, transition, transformation and innovation in organizations; the different types of organizational change; change at the organizational environment level, and the relationship/interaction between the external environment and the organization (exogenous pressures to change e.g. the climate crisis); change happening from the inside of the organization (endogenous pressures to change e.g. internal change agents).
A part of the course (2 credits) will be the devoted to familiarize with an organizational behaviour approach to organizational change. Thus, concepts such as motivation, individual and organizational learning, team work, organizational climate, stress and conflict will be examined in relation to organizational change and change management.
* Attending students:
• Book: Hodges J., and Gill, R. (2015), Sustaining change in organizations, London: Sage (Ch. 1, 2, 5, 8, 11 and 12).
• Readings: Meyerson, D. E., & Scully, M. A. (1995). Crossroads tempered radicalism and the politics of ambivalence and change. Organization Science, 6(5), 585-600. Andriopoulos, C., & Lewis, M. W. (2009). Exploitation-exploration tensions and organizational ambidexterity: Managing paradoxes of innovation. Organization Science, 20(4), 696-717. Lüscher, L. S., & Lewis, M. W. (2008). Organizational change and managerial sensemaking: Working through paradox. Academy of management Journal, 51(2), 221-240. Jing, R., & Van de Ven, A. H. (2014). A yin-yang model of organizational change: The case of Chengdu Bus Group. Management and Organization Review, 10(1), 29-54. Gray, C. (2013). The fetish of change. Tamara: Journal for Critical Organization Inquiry, 2(2), 1-19. [Please, consider that the reading list may vary because the course is currently under preparation – the definitive list will be available by February 2020]
• Slides (slides will be published in the e-learning platform after each lesson).
* Non attending students:
- Hodges J., and Gill, R. (2015), Sustaining change in organizations, London: Sage (all chapters).
All the readings indicated for attending student.
Lectures, classroom presentations, exercises, discussion of cases.
* Attending students:
This course is organized as a seminar, thus the student's ability to anticipate actively is critical for creating a good learning environment. Each student will be asked to perform a series of in-class, and/or out-of-the-class activities (discussions, exercises, prepare classroom presentations etc.) that address issues related to organizational change and change management. Three different aspects will be evaluated in order to assign the final grade: participation during classroom activities and discussions (10 points); each student, as part of a small group of 2-3 students, will prepare and perform a classroom presentation during the course (10 points); in order to assess students’ ability to use an appropriate technical language, reflect on organizational change processes, and use concepts in specific empirical contexts, at the end of the course students will be asked to individually examine a case of organizational change (10 points).
Detailed results of the different aspects will be published in the e-learning platform. The final grade will be available through the “sportello internet”.
* Non attending students:
• Each non attending student will take an exam at the end of the course. This exam consists of two open questions. One question will be about the handbook, the other about one of the readings. The exam, which will take approx. 1 hour and 30 minutes, will be a closed book exam. The final grade will be available through the “sportello internet”.