1. Richard H. Beinecke DPA and Colette Dumas PhD
Teaching Change Leadership in MPA, MBA & MHA Programs in the Sawyer Business School
Richard H. Beinecke DPA and Colette Dumas PhD

2. Change Leadership by Colette Dumas & Richard H. Reinecke
Three edited volumes, 47 articles
SAGE Benchmarks in Leadership series, May 2015
Sold globally to universities, libraries, consulting groups, other large organizations
Theoretical Foundations of Change Leadership
Change Leadership-Research and Theory
The Emerging Edge of Change Leadership
We teach leadership courses in the MPA & MBA programs in the Sawyer Business School.

3. We Will Cover Why Teach Change Leadership Effective Change Leadership
Change Leadership Skills
Suffolk MPA, MBA & MHA Courses
Extended Discussion
We will speak about the forces for change confronting organizations, influencing change leadership to become more integrated and strategic as a result; and what constitutes effective change leadership. We will discuss a summary checklist for change as representative of the change process; and we’ll share examples of how organizations have dealt with change.

4. Forces For Change External environment
Growth or cutbacks and downsizing
Complexity of Organizations
Disappearance of familiar ways of working
Failure - Seven of 10 change initiatives fail
The ability to understand and effectively practice change leadership is commonly recognized as critical in all kinds of organizations. This is due to the ever increasing influence of the external environment on the internal operations of organizations. Trends evolving in the environments surrounding organizations exert tremendous forces for changes in the way we work together in organizations (Holman, Devane, and Cady, 2007). These include:
rapid advancements in, and global dissemination of communications technology;
the spread of increased participation and democratic principles around the world;
increased education levels around the world;
increased global mobility;
increased conflicting demands of multiple stakeholders;
tight time and work/life balance;
declining participation in community, family and social life;
and increased immunity to change.
As a result of these changes, Anderson (2012) points out that:
“Familiar ways of working and our commonly held assumptions about work are rapidly disappearing. Organizational boundaries are dissolving. Organizations are now better thought of as loosely coupled systems where suppliers are given unprecedented access and insight into organizational strategies, technologies, proprietary intellectual property and work sites. This creates such complexity that some scholars are questioning our old assumptions about the very definition of organization” (p. 326).
The changes organizations are making are more complex than ever and the majority of these large-scale change initiatives fail to achieve their desired results. This puts even more pressure on leaders to search for the next major innovation that will help the organization become more competitive (Holbeche, 2006).

5. Change Leadership: More Integrated & Strategic
Focus shifted from personal & group outcomes to organizational ones.
Leaders must encourage their organizations to learn, innovate, experiment and question; to adapt and change.
Change occurs throughout the organization.
Single most important factor: competent leadership
Teams are required to bring about needed change.
Often require an understanding of human relationships to improve organizational results.
In response to these forces, the field of change leadership has become more integrated and strategic. Its focus has shifted from personal and group outcomes to organizational ones. Change occurs throughout the organization, requiring a team to bring about needed change, often applying an understanding of human relationships to improve organizational results (Cawsey et al., 2012).
Change leaders, therefore, must guide their organizations through the unfolding global issues affecting organizations and communities. Change leaders must encourage their organizations to learn, innovate, experiment and question. They must prepare their organizations for change, constantly seek new perspectives, and encourage participation throughout the organization. Organizational leaders and managers need to be aware of trends, crises, and evolutions in the environments in which they function. Organizations need to be able to continuously adapt and change. Organizations must be able to respond quickly to what is happening around them. They must be resilient and adaptive in creating, anticipating, encouraging, and responding positively to change. According to Burke (2011) “without leadership, planned organizational change will never be realized” (p. 247). Kotter and Heskett (1992) note that: “The single most visible factor that distinguishes major cultural changes that succeed from those that fail is competent leadership” (p. 84).

6. Effective Change Leadership
Crucial to organizational survival and success but we don’t like it and we resist it.
Opportunity and loss that must be understood to empower employees in the face of change.
Important to blend the charismatic and instrumental dimensions of change leadership.
Shift in focus from the change itself to the people affected by change – aligning work behavior with the who, what, where and why of change.
Kanter (1985) points out that as common as change is, the people who work in an organization may still not like change. Seemingly routine changes are stressful for organizational members and can spark resistance, political in-fighting, turn-over, and drain resources. Because the pace of change has increased, mastering change, according to Kanter, is increasingly becoming part of every manager’s job. Making employees feel good about change is a challenge. As managers guide people through change, it is especially important to understand the reasons people resist change. Identifying sources of resistance to change can help managers either avoid resistance or convert it into a commitment to change. Kanter identifies the ten most common sources of resistance to change: loss of control; excess uncertainty; the surprise factor in which people are easily shocked by decisions or requests suddenly sprung on them without preparation; the difference effect or the fact that change requires people to become conscious of and to question familiar habits and routines; loss of face; concerns about future competence; ripple effects in which change may disrupt other kinds of plans or projects or personal and family activities; more work brought on by change; past resentments employees hold about an organization can lead to resistance to doing something new for the organization; and lastly, sometimes the threat posed by the change is a real one.
Kanter acknowledges that change is never entirely negative – it is also an opportunity, but one that always involves some loss. Kanter recommends several steps to building commitment to change, many of which involve empowering employees in the face of change. Kanter concludes that resistance to change is not irrational; it extends from legitimate concerns. By understanding resistance to change, managers can find solutions to the resistance and manage change more effectively.
In the fifth article, “Leading Organizational Change” Moran and Brightman (2001) write about the shift in focus in research on change management from change itself to the people affected by change. They examine the impact of change on the “most powerful drivers of work behavior: purpose, identity, and mastery.”
According to Moran and Brightman, leaders have the responsibility of aligning work behavior with “the who, what, where, why, and how of the change.”
Schein focuses specifically on Lewin’s model of the change process in human systems (unfreezing, changing, and refreezing) as a powerful model. As Schein explains, “The key, of course, was to see that human change, whether at the individual or group level, was a profound psychological dynamic process that involved painful unlearning without loss of ego identity and difficult relearning as one cognitively attempted to restructure one’s thoughts, perceptions, feelings, and attitudes” (p. 59). Schein points to the value that Lewin’s work added to his own studies of prisoners of war (POW’s) during the Korean War, enriching understanding of how change happens, and about what role change agents can play in bringing about successful change.
Schein also discusses Lewin’s “action research” which he likens to a clinical perspective “that starts with the assumption that everything we do with a client system (in consulting) is an intervention and that, unless we intervene, we will not learn what some of the essential dynamics of the system really are” (p. 64). Schein also stresses that “the interview process itself will change the system and the nature of that change will provide some of the most important data about how the system works (i.e. (w)ill respondents be paranoid and mistrusting, open and helpful, supportive of each other or hostile in their comments about each other, cooperative or aloof, and so on?) The best information about the dynamics of the organization will be how the organization deals with the consultant, because his or her very presence is de facto an intervention” (p. 64). Schein points out that diagnostic activities such as observations, interviews, and questionnaires are powerful interventions, and that “the process of learning about a system and changing that system are, in fact, one and the same” (p. 65).
Schein built upon Lewin’s work by developing the concept of process consultation as a mode of inquiry, inspired by his insight that “to be helpful one had to learn enough about the system to understand where it needed help and that this required a period of very low-key inquiry-oriented diagnostic interventions designed to have a minimal impact on the processes being inquired about” (p. 65). Process consultation also requires acknowledging one’s ignorance about what is really going on in the client system, and letting go of the expert role. “The flow of a change or managed learning process, then, is one of continuous diagnosis as one is continuously intervening” (p. 65).
Schein goes on to describe a one-semester course he taught at the Massachusetts Institute of Technology (MIT) on Managing Planned Change. He describes the consulting and coaching roles, among others, that he played as he guided students through their planned change consulting projects. He also discusses various exercises he used in the classroom, such as “the empathy walk” designed to help students develop empathy for others, especially those most unlike themselves, and to develop an inquiring mindset – useful skills for successful change agents and managers. At the heart of the course is that diagnosis is an intervention and process consultation is a change strategy. As Schein explains, “the goal should be to create an interaction (with the client) that will provide information to the change agent, begin to build trust with the potential change target, and begin to get the change target to think diagnostically and positively about the change project such that he or she will welcome another interview or interaction because his or her curiosity or own energy for change has been aroused (p. 71)”. The change agent then becomes a learning facilitator.

7. Effective Change Leadership
Vision, values, strategy, empowerment, motivation, and inspiration.
Organizational frame bending to understand and address the organization’s pathology and power politics.
Leader-centric behaviors such as the ability to motivate, communicate, and build teams.
Transformational change: adaptive changes to overcome resistance rather than the technical changes that often occupy leaders.
Multiple approaches and methods.
In an article by Gill, “Change Management – or Change Leadership” addresses the need for change to be well managed, while also requiring effective leadership to be successfully introduced and sustained. He offers an integrative model of leadership for change, composed of cognitive, spiritual, emotional, and behavioral dimensions and requirements. His model of leadership for change includes key elements of effective leadership practice: vision, values, strategy, empowerment, motivation, and inspiration. Gill assumes that “effective emotional and behavioural leadership without valid vision and strategic thinking can be misguided, even dangerous” (p. 312). Gill goes on to successfully apply the model in various strategic change situations.
The seventh article, “From Leaders to Leadership: Managing Change” by Ahn, Adamson, and Dornbusch cites the rapid pace of change in globalization, communications, disruptive technologies, capital flows, and alliances as the forces behind fundamental shifts in business operations. In the face of such forces, many popular leadership models are insufficient to deal with constant, rapid change. The authors identify managing change, with its impact on organizational structure, group culture, and personal management styles, as one of the most fundamental and enduring, aspects of leadership. They acknowledge the paradox of current tendencies to call into question the “once-celebrated individual leader” while effective corporate leadership has “never been more urgently in demand” or more difficult to achieve.
In the eighth article, “The Crucial Role of Leadership in Meeting the Challenges of Change” Alimo-Metcalfe and Alban-Metcalfe look at the nature of what they call “nearby” leadership, the “day-to-day behaviors of line managers” which they believe must be embedded in the organizational culture to sustain organizational effectiveness. They focus on how organizations can create cultures that encourage the conditions best suited to dealing with change while benefitting the organization and the well-being of the individuals who work in the organization. They describe their findings from a study of more than 4,000 male and female managers and professionals and offer a new model of leadership as a result of their study which differs from the dominant US models. They describe how they have used the 360-feedback instrument developed from their research, The Transformational Leadership Questionnaire (TLQ), to support culture change programs. They identify the major barriers to the effectiveness of such interventions.
The ninth article “All Changes Great and Small: Exploring Approaches to Change and Its Leadership” by Higgs and Rowland, explores the change literature, including complexity and evolutionary theories, to propose a typology of change approach. They also examine emerging thoughts from the change leadership literature. This combination of literature surveys results in three core research questions about the most effective approach to change management, the leadership behaviors associated with effective change management, and whether leadership behaviors are related to the underlying assumptions within different approaches to change. Their analysis reveals that change approaches based on assumptions of linearity are unsuccessful, while those built on assumptions of complexity are more successful. In their analysis of leadership behaviors, three broad categories emerge: shaping behavior, framing change, and creating capacity. Their research reveals that leader-centric behaviors (shaping behavior) impair change implementation.
The tenth article by Gilley, McMillan, and Gilley, looks at “Organizational Change and Characteristics of Leadership Effectiveness.” Their goal is to examine behaviors associated with leadership effectiveness in driving change. They are specifically interested in the variables (skills/abilities) that influence that effectiveness. They use subordinate ratings of behavior to predict overall leader effectiveness. Their results indicate that specific leader behaviors, such as the ability to motivate, communicate, and build teams, are predictors of successful implementation of organizational change. In addition, leaders who possess and demonstrate these skills are perceived as more effective in leading change.
Nadler and Tushman focus on the factors that characterize the most successful attempts at frame bending or large-scale, long-term organizational reorientation. They analyze two elements that they believe are tightly connected with the implementation of organizational change: power politics and pathology. They note that “all organizations are political systems, and changes occur within the context of both individual and group aspirations. Thus strategic changes become enmeshed in issues that are ideological such as “What type of company should we be” as well as issues that are personal such as “What’s going to be the impact on my career?” (p. 202). To be successful, the change manager must understand these dynamics and use these dynamics constructively. To understand pathology, we must understand that “not all organizational life is adaptive. Organizations, like people, have their dark sides – their destructive or maladaptive responses to situations (p. 203)”. The leader has to understand the organization’s pathology and deal with it.

8. Checklist for Change
Organizational Diagnosis
Building & Energizing the Need for Change
Describing the Present State
Defining the Desired Future State
Action Planning and Implementation
Measuring the Change and Designing Effective Control Systems
An Iterative Process
The change management process involves:
Organizational Diagnosis using change frameworks for initial organizational diagnosis as a means for understanding the forces for change and the organizational situation; Unfreezing the system, How to change? What to change, looking at Complexity, levels of analysis, and time dynamics of change.
Building and Energizing the Need for Change: Determining the need for change and the degree of choice about whether to change, developing the change vision; Understanding the need for change, creating the perception of the need for change, Developing the powerful vision for change.
Describing the present state;
Conducting a Gap Analysis: Formal systems and structures, the informal organization, change recipients, change agents. And Becoming a Master Change Agent—Factors influencing change agent success, change leader characteristics, change leader development, types of change leaders, external change agents, effective change teams;
Defining the Desired Future State;
Action Planning and Implementation: Developing the activity plan, contingency planning, communications planning, managing the transition, celebration and after-action review.
Measuring the Change Over time and Designing Effective Control Systems, Institutionalizing the change through systems.
Iterative Process (back to organizational diagnosis and repeat)

9. Teaching Leadership and Change Leadership in MPA, MBA & MHA Programs in a Business School: Why Teach It
Change is taking place in government, non-profits, healthcare & business.
Students are leaders at every level, especially managing from the middle.
Current leaders are retiring and our students are moving up.
MPA MISSION
The MPA program at Suffolk University's Institute for Public Service prepares students to be leaders in enhancing the responsiveness, efficiency, and effectiveness of public service organizations, while adhering to the democratic values of inclusion, egalitarianism, and respect for diversity.

10. Core Skills: The Leadership and Management Skill Set (Beinecke and Spencer, 2007)

11. PERSONAL SKILLS AND KNOWLEDGE
COMPETENCY
Emotional intelligence (self-awareness, personal reflection, personal style, conscious use of self)
Leader’s values and beliefs (honesty/integrity, respect for others, courage, humility/generosity/empathy/caring, showing genuine concern)
Ethics, morality, respect for human rights
Adaptability, creativity, flexibility, situational awareness
Intelligence, knowledge, competence
Being responsible
Confidence
Reflective thinking and practicing, challenging thinking
Critical thinking
Being decisive, taking responsibility, determination
Customer orientation
Self-care, work-life balance, stress management
Personal development plan
Being accessible, collegial, open-minded
Passion
Conceptual thinking
Perseverance
Recovery orientation
Professionalism
Listening

12. INTERPERSONAL (PEOPLE) SKILLS
COMPETENCY
Communicating (written, verbal including listening, presenting, reframing)
Teamwork and small group skills, collaboration, meeting management
Coaching, mentoring, development, personal growth, enabling and building leadership skills in others
Negotiating, resolving conflict, facilitating, agreement building, mediation
Working with people of other cultures, promoting diversity
Motivating, inspiring, energizing, empowering others
Supporting recovery, working with stakeholders, inclusion and empowerment of stakeholders including consumers, families, and providers
Managing others, holding others accountable, disciplining and supervision
Networking
Building trust
Trusting others, delegating and sharing tasks
Ability to lead teams
Affirming and regenerating values

13. TRANSACTIONAL (EXECUTION, MANAGEMENT) SKILLS
COMPETENCY
Quality management (CQI), accountability, measuring, monitoring and reporting, evaluation, outcomes, performance assessment, data use, evidence-based practices
Human resource management, staffing, recruiting
Finance, budgeting, and funding, health economics
Organizational theory and design
Information systems and technology, software and data base management, applying technology
Project planning and management
Planning and priority setting, agenda setting, decision making
Problem solving and decision making, analytical models and skills, task management
Business acumen: business plan development, business-to-business models
Marketing
Service and systems design and improvement, operations management, managing service improvements and patient care
Keeping the system functioning, maintaining the institution, building the organization

14. TRANSFORMATIONAL SKILLS
COMPETENCY
Visioning and setting shared strategic vision and mission, strategic thinking and planning, innovative strategic thinking, broad scanning, anticipating trends, future thinking and positioning, systems thinking
Managing of complex organizational change, renewing, leading innovation, being a catalyst
Goal setting, setting direction, alignment, driving for results, leading through influence
Mobilizing support, influencing, inspiring and motivating others, creating energizing environments, being a conductor
Working across complex inter-organizational systems, external relationships, working collaboratively
Political astuteness and awareness, skills, and management
Creating and empowering the organizational culture
Role modeling, leading by example
Policy development
Community development, capacity building
Support of lifelong and continuous learning

15. POLICY AND PROGRAM KNOWLEDGE: UNDERSTANDING
COMPETENCY
Local, state, and Federal government and policies; political knowledge
Recovery principles and experience and, in health, “patient centered care”
The policy formation process/policy development
History, organization, funding, policies, and legislation of the mental health, substance use, and health systems in one’s country and globally
Discrimination, stigma, racism, social inclusion, users’ rights
Clinical and service areas
Issues in medical ethics
Community services and resources

16. Sawyer Business School Leadership Courses

17. MPA Core (Required) Course: PAD 717- Organizational Change (3 credits)
The purpose of this course is to help students understand organizations – especially organizations of public service – and be able to take effective action in them. The better we understand organizational contexts, the better chance we have to quickly orient ourselves in a world of complex challenges, and to improve on the organizational environment in which we function.

18. Text
Bolman, Lee G., and Terrence E. Deal Reframing Organizations: Artistry, Choice, and Leadership. 5th Edition. San Francisco: Jossey-Bass.
Journal articles, policy reports, case studies and other articles.

19. Class Topics The Power of Reframing for Understanding Organizations
Organizations and Systems
The Structural Frame
The Human Resource Frame
The Political Frame
The Symbolic Frame
Integrating Frames and Reframing for Effective Action
Improving Leadership Practices
Bringing it All Together

20. MPA Core (Required) Course: PAD 718- Leadership for an Interconnected World (3 credits)
To address complex interrelated problems such as drug abuse, urban sprawl, response to terrorism, low-performing schools, global warming, and inadequate transportation, public leaders must develop new leadership competencies for working collaboratively. The aim of this course is to develop a diagnostic framework as well as strategies and tactics to mobilize adaptive work, engage multiple stakeholders, and build awareness and momentum for action at all levels of government and community and in one’s organization.

21. Texts (other readings on Blackboard)
Heifetz, Ronald A., Grashow, Alexander, Linsky, Martin (2009). The Practice of Adaptive Leadership. (Cambridge. MA: Harvard Business Press)
Kotter, J.P. and Rathgeber, H. (2006). The Ice Is Melting: Changing and Succeeding Under Any Conditions. (New York: St. Martin’s Press)

22. Class Topics The Theory Behind the Practice
Wicked Problems, Diagnose the System  
Mobilize the System, The Leadership Process and Steps 
Catalytic Leadership; Transactional and Transformative Le
Practical Negotiation/Creating Effective Work Groups
Leading/Managing From the Middle- guest panel 
Women and Leadership
Ethical Issues in Leadership
Change Leadership
Self-Knowledge and Self-Assessment; Your Personal Journey; Leadership Competencies
In-class film and discussion: “Twelve Angry Men”

23. Current MBA Course: MGOB 865 Leading Change (3 credits)
In this course you will learn strategies and practical tools to help you become an effective agent of change. This course deals with planned organizational change, defined as a set of activities and processes designed to change individuals, groups, and organizational processes, systems and structures. The focus of this course is on HOW to change (not WHAT to change). You will use your role as a manager or future manager to anticipate, influence, and generate change.
Taught on two Fridays/Saturdays, 8:30-5:30

24. Readings
Cawsey, TF, Deszca, G., Ingols, C. (2016) Organizational Change. An Action-Oriented Toolkit (3rd Edition). Sage: Los Angeles
Harvard Business School Press Coursepak

25. Class Topics Changing Organizations in Our Complex World
Frameworks for Leading the Process of Organizational Change
Frameworks for Diagnosing Organizations
Building and Energizing the Need for Change
Navigating Change Through Formal Structures and Systems
Navigating Organizational Politics and Culture
Managing Recipients of Change and Influencing Internal Stakeholders
Action Planning and Implementation
Measuring Change

26. Planned New MBA Curriculum Capstone Course: Leading Change
Experience organizational change first hand through a simulation to understand the fundamental concepts and their associated implications.
Integrate and apply their lessons learned for a real client challenge related to industry clusters. They will research, develop and propose solutions for a client.
Deepen their understanding and practice of collaboration within teams.
Reflect throughout to understand the organizational, team, and individual implications.

27. MHA Leadership Courses
HLTH 860: Leadership and Ethics in Healthcare Organizations (core, 3 credits) 
This course introduces the healthcare student to concepts and managerial views of business ethics, corporate social responsibility, and leadership practice as applied to organizational settings in healthcare. This graduate seminar focuses on broad themes of leadership, with special attention to the integration of ethics into practice. The course is designed to promote both intellectual growth and personal insight into one’s own leadership capabilities and style, moral values and beliefs, and to develop competency in one’s personal leadership practice.

28. HLTH 838: Organizational Change in Healthcare (1.5 credits) 
This course enables students to: 1. examine key external and internal forces for change that face healthcare organizations, and 2. begin to develop the orientation and skills to envision, design, lead, and implement change in healthcare organizations. It covers such topics as: the nature of organizational change; why the ability to create desired change is so important; key external and internal factors that require healthcare organizations to change; aspects of healthcare organizations that support and resist change; designing and implementing successful and lasting change; sources of greatest leverage for achieving desired change; and key requirements for success.

29. Discussion/Dialogue
What is common/what is unique among the courses?
How do you teach leadership, change leadership?
Is it different for different audiences/different levels of managers/new vs. experienced MPAs or is there a core set of skills/topics for all?
Are there opportunities teaching leadership in a business school?
What innovative ways of teaching this are you using?