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DRAFT
Leadership and Change in an Innovation Society
PA 5103; LS 5100; IS 5100 Fall 2016
Tuesdays 6:20 – 9:00 p.m., 3 creditsHumphrey 35
Instructor: Barbara C. Crosby, associate professor, Humphrey School of Public AffairsOffice hours 3-5 p.m., Mondays and by appointment, Rm 240 [email protected] (612-626-7223)
Course support: [email protected]
Change is often built into definitions of leadership, and certainly many scholars and practitioners have written about how leaders can foster change in their organizations or communities. Moreover, understanding the links between leadership and change takes on increased urgency as the United States and other countries strive to foster an “innovation economy” and navigate through complex, turbulent political terrain. Leaders will need conceptual tools and practical skills to promote innovative organizations that thrive in and contribute to an innovative society. Accordingly, this seminar will examine models of change and models of leadership and investigate how leaders can promote desirable personal, organizational, and societal change. Case studies, action research, and use of social media will be emphasized.
An important class product will be a framework for leadership and change in an innovation society. During each class session, one or two learners will be responsible for recording “takeaways” from the evening’s conversation.
Learning Outcomes, Goals, Feedback and Assessment
When participants complete this course, they will have knowledge, skills, wisdom, and motivation that enable them to practice personal, team, organizational and societal leadership aimed at innovation for the common good.
Learning Goals
As a participant, you will:
Gain essential knowledge and skills, includingo Analyzing leadership from several perspectives
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o Understanding personal-level models of changeo Understanding organizational-level models of changeo Understanding societal-level models of changeo Analyzing roles of leadership and followership in an innovation societyo Thinking systemicallyo Practicing action researcho Building a learning communityo Effectively communicating ideas about leadership and changeo Engaging a group in critical reflectiono Action-oriented strategy mapping
Apply knowledge and build skills througho Assessing readings and leading in-class dialogo Responding to dialog leaders’ website postingso Using class time to connect knowledge and skills to practice contextso Reviewing a film and a journalistic accounto Attending and reflecting on a playo Offering personal cases for analysiso Carrying out an action research project in teamso Developing a framework for leadership and change
Integrate insights from several disciplines – including philosophy, psychology, political science, organizational behavior, sociology, and the arts — in order to be a more effective and humane change agent in teams, organizations and societies in a global context.
Identify personal and social implications of course experiences through:o Participating in reflection exerciseso Discussing tension points in one’s own practiceo Articulating aspirations
Deepen your caring and commitment to improving your groups, organizations, communities, and the broader societies in which we live through:
o Seeing yourself as a more efficacious leader and followero Developing greater stores of hope and reasoned optimism
Gain a foundation for continual learning about leadership and change through:o Peer networkingo Connection to multiple resources for improving the leadership practice at
the personal, team, organizational, and societal levels
Feedback and Assessment
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Feedback – that is, constructive responses from others to one’s written and oral work and group participation – is a crucial tool for learning and thus will be an important feature of this course. It will be provided through:
Comments from the instructor on written assignments, class participation, and ability to synthesize viewpoints and engage fellow learners in fruitful, time-limited discussion.
Peer feedback in teams. Comments to the instructor on the usefulness of readings, session structure, and
classroom process. Extensive feedback from the instructor to action learning teams in order to help
them carry out and report on an action research project.
Assessment in the form of A-F grades will be based on the following criteria (in italics) and standards:
Critical thinkingo Claims are backed up with evidence from a variety of sources and
perspectives.o Assumptions are probed and clarified.o Appropriate boundary conditions are acknowledged.
Systems and process thinkingo The systems in which problems, challenges, and opportunities are
embedded are considered. Precise, clear, and persuasive writing
o Arguments are presented in logical, accessible fashion.o Concise, grammatical writing is employed.
Reflective, engaging, and well-managed dialogueo In-class comments demonstrate familiarity with readings, share resources,
respectfully offer alternative perspectives, and stimulate inquiry.o As dialogue leader, learners creatively engage classmates in grappling
with lessons and puzzlements from the reading assignments (and honor time limits).
Fulfillment of team responsibilitieso As team members, learners honor the team contract and fulfill leadership
and followership responsibilities.o Each team member participates in the final presentation.
Grades will be given for the following:
1. Reading forum dialog leader — Each week two or three students will be dialog leaders responsible for hosting an on-line conversation about the assigned readings for the week. The leaders initiate the conversation with a 1 to 2 page posting focused on how the reading relates to the course:
How does the reading deepen or challenge your thinking about leadership and change in an innovation society?
What do you disagree with? How does it connect to your experience?
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What makes the author credible — experiences, credentials, arguments?Include evocative questions that can prompt thoughtful responses from your class mates. The leaders’ conversation starter (ideally an attached Word document, double-spaced) should be posted by the Thursday before the relevant class session.The dialog leader will identify themes in the on-line conversation and orchestrate a 10-minute in-class conversation that helps class members draw out implications for practice.A dialog leader signup sheet will be distributed the first night of class.
2. Mid-semester report — A 5-page reflection on learning so far, uploaded to website. See further guidance on website, week 8. Due October 16.
3. Reflection on Mixed Blood play posted to course forum (one or more pages). Due October 20.
4. Team action research project — Class members will develop an action research project as part of a team. The project should aim to accomplish or seed an innovation within the time frame of the course; ideally it will include a component using social media (e.g., Twitter, You Tube, Facebook) to foster the desired change. See Action Research Project folder on course website. A Voice Thread site will serve as an information exchange for this project. Project presentations will be on December 2.
5. Reflection Paper — 10-page scholarly paper documenting your personal change as a result of the course (your own change as case study). The paper must incorporate a range of course theories, concepts, and tools. It may not be a recapitulation of forum postings. See further guidance on course website, Week 15. Due December 9.
6. Class Participation
In class:o Class members are expected to contribute to in-class dialogue through
asking questions, respectfully probing their own and others’ assumptions, sharing knowledge and resources, and helping compile class learning.
o Class attendance is important. More than three absences will seriously diminish a learner’s ability to gain from and contribute to the course.
On-line forums:o Reading forum: On weeks when they are not dialog leaders, learners are
expected to make at least one thoughtful response to a dialog leader’s entry by Monday noon.
o Know your classmates: See week 2o Voice Threado Miscellaneous: Ideas, musings, resources related to course topics
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Team projecto Team participation is important. You are expected to carry out your
responsibilities within the team’s contract and participate in the project presentation.
Grading:
1. Class participation 30 % (10% in-class, 10% forums, 10% team project)
2. Written assignments 70%
a. Dialog leader forum post and in-class conversation 15%b. Mid-semester report 10%c. Reflection on play 5%d. Team project presentation 15%e. Reflection Paper 25%
APA citation style to be used in all written assignments. See http://tutorial.lib.umn.edu/infomachine.asp?moduleID=10&lessonID=74. (MLA okay for Master of Liberal Studies students.) Word documents should be 12 pt. and double spaced.
Academic honesty is a must. Incompletes will be given rarely and only in cases of documented emergency. To receive an incomplete, learners must have a Humphrey School Incomplete Contract signed by the instructor.
Assigned Reading:
Text: Johansen, Bob. Leaders Make the Future: Ten New Leadership Skills for an Uncertain World. San Francisco: Berrett-Koehler, 2012.
The text is available at Coffman Union Bookstore. Additional readings will be on the course website.
Additionally, you are expected to read Beyond the Blue Forevers by Katherine Boo, or another fiction or non-fiction book relating to multicultural situations and change, if you already have read this one.
Course Website:
The course website is an important part of the course and is located on Moodle (https://moodle2.umn.edu).
1. Go to https://moodle2.umn.edu2. In the left column, go to Login and log in using your x500 identification. 3. Click on PA 5103/LS 5100/IS5100 Leadership and Change in an Innovation Society Fall 12. If you have trouble accessing the course site from the Moodle
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Home page, you can log onto the course site directly at https://moodle2.umn.edu/course/view.php?id=7457.
It is very important to access Moodle via Mozilla Firefox. Accessing Moodle from Internet Explorer or another web browser does not work well. For easy-to-follow instructions on how to get a free Mozilla Firefox download and for Moodle technical requirements, go to http://www1.umn.edu/moodle/start/technical.html.
If you need further help with Moodle, go back to the Moodle home page (https://moodle2.umn.edu) and go to Get Help in the left column to access an online orientation and other Moodle information.
NOTE: Beginning in the Fall 2012 semester, all U of M Moodle sites will be on the new Moodle 2.0 server, accessible at https://moodle2.umn.edu. Please note this change if you had bookmarked the old Moodle server (moodle.umn.edu), which no longer is in use.
If you have questions regarding the new Moodle 2.0 software, please contact Mary Lou Middleton at [email protected].
University Resources
The University of Minnesota is committed to providing all students equal access to learning opportunities. Disability Services is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations. Students registered with Disability Services, who have a letter requesting accommodations, are encouraged to contact the instructor early in the semester. Students who have, or think they may have, a disability (e.g., psychiatric, attentional, learning, vision, hearing, physical, or systemic), are invited to contact Disability Services for a confidential discussion at 612-626-1333 (V/TTY) or at [email protected] mailto:[email protected]. Additional information is available at the DS website http://ds.umn.edu.
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via www.mentalhealth.umn.edu http://www.mentalhealth.umn.edu.
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Weekly Sessions:
Week 1 — Introduction to leadership, change, innovation society
Leadership: What do you know?
Change: How do you want to change as a result of this course?
What do you want to change as a result of this course?
Definition of Innovation Society
Role of Learning Systems ThinkingAction Research
Preparation for September 2 class (see website):
Reading:
Text — Introduction
Brown, J. S., & Adler, R. P. (2008). “Minds on Fire: Open Education, the Long Tail, and Learning 2.0.” EDUCAUSE Review 43(1): 16–32. http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducationt/45823
Class Questionnaire: Print, Fill out, and Bring to Class
Week 2— Models/frameworks of leadership and their change orientation/How leadership views themselves are changing
Preparation for September 9 class (see website):
Reading:
Text — Chapters 1 & 2
Crosby, Barbara C. & Bryson, John M. (2005). Leadership for the Common Good. 2nd ed. San Francisco: Jossey-Bass, chapter 1.
Allen, K. E. & Cherrey, C. (2000). Systemic Leadership: Enriching the Meaning of Our Work. Lanham, MD: University Press of America, 43–64, 125–129.
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Assignments Due:
Reading forum post by dialog leaders, Thursday, September 4
Introductions: Post three-paragraph introduction of yourself, emphasizing your family, professional and community commitments by noon on Sept. 7. Read classmates’ postings by class time.
Reading forum responses, Monday, September 8 by noon
September 9 In-class Activity:
Whale Rider/Humphrey Forum visit
The film will be shown from 4:30 to 6 p.m. in the Humphrey Forum, or you can view it on your own before class.
Week 3— Models of change and their implications for leadership
Tension between change and no-changeInnovation as a type of change
Preparation for September 16 class (see website):
Reading:
Kotter, J. P. (1999). “Leading Change: The Eight Steps to Transformation.” In Jay A. Conger, Gretchen M. Spreitzer & Edward E. Lawler, III. eds., The Leader’s Change Handbook. San Francisco: Jossey-Bass, 87–99.
Heifetz, R. A., Grashow, A. & Linsky, M. (2009). The Practice of Adaptive Leadership. Boston, MA: Cambridge Leadership Associates, chapter 4.
Assignments Due:
Reading forum post by dialog leaders, Thursday, September 11
Reading forum responses, Monday, September 15 by noon
Week 4— Leading personal change in innovation society
Preparation for September 23 class (see website):
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Reading:
Text – Chapters 3 & 4
Noddings, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education. Berkeley, CA: University of California Press, 7–29, 203–204.
Assignments Due:
Reading forum post by dialog leaders, Thursday, September 18
Reading forum responses, Monday, September 22 by noon
Voice Thread forum assignment #1: What’s the biggest change that has happened to you as an adult? Describe it and talk about how you’ve responded to it. Due Sept. 23 by noon.
September 23 In-class Activity:
Presentation by Cornerstone director
Week 5— Leading personal change (attention to theories of human development)
Preparation for September 30 class (see website):
Reading:
Text — Chapters 5 & 6
Hillman, J. (1997). The Soul’s Code: In Search of Character and Calling. New York: Warner, 3–40; 287–289.
Dan Heath on change in behavior:http://www.youtube.com/watch?v=RpiDWeRN4UA&feature=relmfu
http://www.youtube.com/watch?v=JhBzxy7CneM
Recommended:
Rock, D. & Schwartz, J. (2006).“The Neuroscience of Leadership.” Strategy+Business 43: 72–81.
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Assignments Due:
Reading forum post by dialog leaders, Thursday, September 25
Reading forum responses, Monday, September 29 by noon
Take Clifton's StrengthsFinder or Seligman's Brief Strengths Test by class-time
Week 6, October 7 — Leading organizational change
Reading:
Text — Chapters 5 & 6
Articles, books etc. about Anita Roddick and the Body Shop (not on course website; easily obtainable by searching the Internet)
Mumford, M. D., Eubanks, D. L. & Murphy, S. T. (2007). “Creating the Conditions for Success: Best Practices in Leading for Innovation.” In J. Conger & R. E. Riggio, The Practice of Leadership. San Francisco: Jossey-Bass.
Ford, Jeffrey D., Ford, Laurie W. & D’Amelio, Angelo. (2008). “Resistance to Change: The Rest of the Story.” Academy of Management Review 33(2): 362–377.
Voice Thread forum assignment #2, due by noon, Oct. 14
Week 7, October 14 — The personal/organizational/societal nexus
Reading:
Text — Chapters 7 & 8
Duarte, D. L. & Snyder, N. T. (2002) “Leadership in a Virtual World.” In F. Hesselbein & R. Johnson, eds., On High-Performance Organizations. San Francisco: Jossey-Bass.
Offerman, L. R. & Matos, K. (2007). “Best Practices in Leading Diverse Organizations.” In J. Conger & R. E. Riggio, The Practice of Leadership. San Francisco: Jossey-Bass.
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Week 8, October 19 — Leading societal change
Please Note: This class is on Sunday at 3 p.m. Meet at the theater.
Visit to Mixed Blood Theatre, 1501 S. 4th St., Minneapolis. The ticket price will be about $16.
Week 9, October 28 — Leading across boundaries
Reading:
Text — Chapters 9 & 10
Patchett, Ann. (2001). Bel Canto. New York: Harper Collins. (If you have read this, pick another novel relating to multicultural situations and change.)
Recommended:
Hogg, Michael. (2009). “From Group Conflict to Social Harmony.” In T. L. Pittinsky, ed., Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard University Press.
Week 10, November 4 — Leading societal change in an innovation society
E-democracy presentation
Project planning
Reading:
Text — Chapters 11 & 12
Dan Heath on “sticky ideas”: http://www.youtube.com/watch?feature=endscreen&NR=1&v=uPJP_76q38k
Voice Thread forum assignment #3, due by noon, Nov. 4; individual responses due by class time Nov. 6
Week 11, November 11 — Sustaining change
Reading:
Crosby, Barbara C. & Bryson, John M. (2005). Leadership for the Common Good. 2nd ed. San Francisco: Jossey-Bass, chapter 5.
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Light, P. (1998). Sustaining Innovation: Creating Nonprofit and Government Organizations that Innovate Naturally. San Francisco: Jossey-Bass.
Week 12, November 18 — Leading global change in an innovation society
Globalization
Polio Plus example
Reading:
Chang, Ha-Joon. (2008). Bad Samaritans: Free Trade and the Secret History of Capitalism. New York: Bloomsbury, prologue & chapter 1.
Sen, A. (1999). Development as Freedom. New York: Anchor Books, introduction & chapter 1.
Recommended:
Friedman, T. L. (2007). The World is Flat. New York: Picador.
Week 13, November 25 — Embodying leadership and finalizing project
Ernst, C. & Yip, J. (2007). “Boundary-Spanning Leadership.” In Pittinsky, T. L., ed., Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard Business Press.
Week 14, December 2 — Report on findings
Week 15, December 9 — Presentation of framework for change
Reference List
Allen, K. E. & Cherrey, C. (2000). Systemic Leadership: Enriching the Meaning of Our Work. Lanham, MD: University Press of America, 43–64, 125–129.
Brown, J. S. & Adler, R .P. (2008). “Minds on Fire: Open Education, the Long Tail, and Learning 2.0.” EDUCAUSE Review 43(1): 16–32.
Chang, Ha-Joon. (2008). Bad Samaritans: Free Trade and the Secret History of Capitalism. New York: Bloomsbury.
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Conger, J. & Riggio, R. E. (2007). The Practice of Leadership. San Francisco: Jossey-Bass.
Conger, Jay A., Spreitzer, Gretchen M. & Lawler, III, Edward E. (1999). The Leader’s Change Handbook: An Essential Guide to Setting Direction and Taking Action. San Francisco: Jossey-Bass.
Crosby, Barbara C. & Bryson, John M. (2005). Leadership for the Common Good. 2nd ed. San Francisco: Jossey-Bass.
Crossan, M. M., Lane, H. W. & White, R. E. (1999). “An Organizational Learning Framework: From Intuition to Institution.” Academy of Management Review 24(3): 522–537.
Csikszentmihalyi, M. (1993). The Evolving Self: A Psychology for the Third Millenium. New York: Harper Perennial.
Duarte, D. L. & Snyder, N. T. (2002) “Leadership in a Virtual World.” In F. Hesselbein & R. Johnson, eds., On High-Performance Organizations. San Francisco: Jossey-Bass.
Ernst, C. & Yip, J. (2007). “Boundary-Spanning Leadership.” In Pittinsky, T. L., ed., Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard Business Press.
Ford, Jeffrey D., Ford, Laurie W. & D’Amelio, Angelo. (2008). “Resistance to Change: The Rest of the Story.” Academy of Management Review 33(2): 362–377.
Friedman, T. L. (2007). The World is Flat. New York: Picador.
Harkins, A. (Spring 2003). “In Their Dreams: Paradigm Alternatives and the Marketing of Responsive Educational Services.” On The Horizon 11(1).
Harkins, A. (Winter 2002). “The Futures of Career and Technical Education in a Continuous Innovation Society.” Journal of Vocational Education Research 27(1).
Heath, Chip & Heath, Dan. (2010). Switch: How to Change Things When Change is Hard. New York: Broadway Books.
Heath, Chip & Heath, Dan. (2007). Made to Stick: Why Some Ideas Survive and Others Die. New York: Random House.
Heifetz, R. A., Grashow, A. & Linsky, M. (2009). The Practice of Adaptive Leadership. Boston, MA: Cambridge Leadership Associates.
Hesselbein, F. & Johnson, R., eds. On High-Performance Organizations. San Francisco: Jossey-Bass.
Hillman, J. (1997). The Soul’s Code: In Search of Character and Calling. New York:
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Warner.
Hogg, Michael. (2009). “From Group Conflict to Social Harmony.” In T. L. Pittinsky, ed., Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard University Press.
Johansen, Bob. Leaders Make the Future: Ten New Leadership Skills for an Uncertain World. San Francisco: Berrett-Koehler, 2012.
Kotter, J. P. (1999). “Leading Change: The Eight Steps to Transformation.” In J. A. Conger, G. M. Spreitzer & E. E. Lawler, eds. The Leader’s Change Handbook. San Francisco: Jossey-Bass, 87–99.
Kouzes, James M. and Posner, Barry Z. (2007). The Leadership Challenge: How to Get Extraordinary Things Done in Organizations. 4th ed. San Francisco: Jossey-Bass.
Light, P. (1998). Sustaining Innovation: Creating Nonprofit and Government Organizations that Innovate Naturally. San Francisco: Jossey-Bass.
Manns, M. L. & Rising, L. (2005). Fearless Change: Patterns for Introducing New Ideas. Boston: Addison-Wesley.
Marris, P. (1996). The Politics of Uncertainty: Attachment in Private and Public Life. London: Routledge.
Mumford, M. D., Eubanks, D. L. & Murphy, S. T. (2007). “Creating the Conditions for Success: Best Practices in Leading for Innovation.” In J. Conger & R. E. Riggio, The Practice of Leadership. San Francisco: Jossey-Bass.
Noddings, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education. Berkeley, CA: University of California Press.
Offerman, L. R. & Matos, K. (2007). “Best Practices in Leading Diverse Organizations.” In J. Conger & R. E. Riggio, The Practice of Leadership. San Francisco: Jossey-Bass.
O’Toole, J. (1995). Leading Change: Overcoming the Ideology of Comfort and the Tyranny of Custom. San Francisco: Jossey-Bass.
Patchett, Ann. 2001. Bel Canto. New York: Harper Collins.
Pittinsky, T. L., ed. (2007). Crossing the Divide: Intergroup Leadership in a World of Difference. Boston: Harvard Business Press.
Rock, D. & Schwartz, J. (2006). “The Neuroscience of Leadership.” Strategy+Business 43: 72–81.
Schein, E. H. (2004). Organizational Culture and Leadership. (3rd ed.). San Francisco: Jossey-Bass.
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Schumpeter, J. A. (1962). Capitalism, Socialism, and Democracy. (3rd ed.). New York: Harper Torchbooks.
Sen, A. (1999). Development as Freedom. New York: Anchor Books.
Terry, R. (2001). Seven Zones for Leadership: Acting Authentically in Stability and Chaos. Palo Alto, California: Davies-Black Publishing.
Van de Ven, A. H., Polley, D. E., Garud, R. & Venkataraman, S. (1999). The Innovation Journey. Oxford: Oxford University Press.
Van de Ven, A. H. & Poole, M. S. (1995). “Explaining Development and Change in Organizations.” Academy of Management Review 20(3): 510–540.
Wheatley, M. J. (1999). Leadership and the New Science: Learning about Organization from an Orderly Universe. San Francisco: Berrett-Koehler Publishers, Inc.
Other:
Allee, Verna. (2003). The Future of Knowledge: Increasing Prosperity through Value Networks. Boston: Butterworth-Heinemann.
Amidon, Debra M. (2003). The Innovation Superhighway. Boston: Butterworth- Heinemann.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. & Trow, M. (1994). The New Production of Knowledge. London: Sage.
McElroy, Mark W. (2003). The New Knowledge Management: Complexity, Learning and Sustainable Innovation. New York: Butterworth-Heinemann.
Pascale, Richard T., Millemann, Mark & Gioja, Linda. (2000). Surfing the Edge of Chaos: The Laws of Nature and the New Laws of Business. New York: Three Rivers Press.
Rhodes, Frank H. (2001). The Creation of the Future: The Role of the American University. Ithaca, NY: Cornell University Press.
Rogers, Everett M. (2003). Diffusion of Innovations. New York: Free Press.
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