Length:

15 A4 Pages (min), excluding creative work & appendices

Format:

•              Introduction

•              MisLeading Change .     Change Problem: Nature, Sources and Solutions 

•              Cycle of Change:           Maps, Masks & Mirrors of Change

•              Leadership of Change:  Doing, Being & Relating Compass

•              Conclusion

Learning diaries are used in this course as a means for you to reflect on the overall content of the course, your experiences throughout, and the meaning that the content and experiences have for you and your life at work. It is expected that you will write down up to 2 pages of ‘dot points’ at the end of each day, and integrate these into a coherent learning diary for final submission.  Your reflections on the character and success of your group activities should be included.  A crucial component is the inclusion of final reflections on the 'doing' and 'being' of leading change, informed by the Relating Compass activities and learnings.

Length:

15 - 20 A4 pages, single spaced, 12 point Times Roman font. (excluding References and Appendices)

Format:

Project Report.  

The structure will be:

- Introduction

- Part 1: Evaluation of Paul Levy's Persuasion Campaign Strategy

- Part 2: Evaluation of Paul Levy's Persuasion Campaign Tactics

- Conclusion

The group has responsibility for the overall report (10%).  Individuals have responsibility for specific sections (20%)

This project will involve the group accessing the HBR Multi-Media Case: Paul Levy: Taking Charge of the Beth-Israel Deaconess Medical Centre, and evaluating Paul Levy's persuasion campaign as a means for turning around and transforming an organization experiencing strategic problems.

This component of the course includes your contributions to the group during the lectures, in periodic group activities and in the production of the Case Study Report.   

Assessment of Individual performance will incorporate the Group member contribution statement / Peer Evaluation subject to the final decision of the lecturer.

FURTHER INFORMATION: ON LEARNING DIARIES, ACTION PROJECT & GROUP CASE STUDY PRESENTATION AND REFLECTION

LEARNING DIARIES

What Diaries are Expected to Display

A particular focus of the course is on stimulating intellectual intelligence (‘thinking things through’), emotional intelligence (‘awareness and handling of the emotions of yourself and others’), and action intelligence (‘a confidence and ability to act and reflect upon action in situations of complexity, uncertainty and conflict’). It is expected that you will develop your change capabilities or intelligence in each of these areas. In this way, you are expected to show an intelligent and thoughtful grappling with the key issues, arguments and materials presented in the course.

Each Day section should each include the following sub-sections.

•              Key Reflections on the Day’s Lectures and Learnings

Briefly summarise the topics covered and your experience of the lecture, highlighting the points important to you, and any questions you might have. Explain how the material (or certain aspects) apply or might apply in your life (work, study, play, relationships).

•              Key Reflections on Group Activities and Team Development

Briefly summarise the content and process of the exercises and activities, and any outcomes or results. Include reflections on your team dynamics and your team’s progress or lack thereof; detail what happened and explore why things happened or did not happen. Consider your role and contribution to the team’s task and process. Compare this team to other experiences you have had.

•              Key Reflections on Selected Readings

Briefly summarise the content of the readings relating to the days activities. For readings you find significant and important, show how the concepts, views and interpretations they offer relate to the lecture, exercises, team dynamics and experiences in class. Critique the readings: what were their strong and weak points, and why do you think so?

Recommended Length

The Learning Diary can strictly follow the above structure or a more creative approach can be adopted. If the structure is strictly followed, then it is expected that diaries will normally be not be less than 15 pages and not more than 25 pages. Many students find it difficult to communicate all their ideas and experiences within this length.  If this is the case, or simply because you may prefer it, you are encouraged to try to communicate your key learnings in a more creative format. In a sense, this will replace a more traditional conclusion. Students have, in the past, created games, posters, animated powerpoints, videos, artwork and even an opera! If you decide to convey your main message(s) in a more creative way, then it is expected that you will support this with a minimum of 10 pages of description outlining the purpose of the creative work and your key learnings from the 5 days in the format outlined above.

Function and Purpose

As background for this activity, an introduction to the common purposes for which learning diaries are used and a typical learning diary structure is provided in the article at the front of your readings:

Hays, J.M., Reflection, Insight and Empathy: Uncommon Outcomes in Management Education, ANU, Canberra.

 CASE STUDY PROJECT

Leading a Persuasion Campaign for a Successful Organizational Turnaround                                                                                              An Evaluation of Paul Levy and the Beth-Israel Deaconess Medical Centre

1.    Nature of the Project

What is required to successfully lead a cultural change program?   In this project, you will be addressing this general question drawing on the HBR Multi-Media Case: Paul Levy: Taking Charge of the Beth-Israel Deaconess Medical Centre.  As individuals and as a group, you will be evaluating the ‘persuasion campaign’ championed by Paul Levy to turn around the fortunes of the Beth-Israel Deaconess Medical Centre.

The project has two components, each of which involves you in reading up on specific change literature and then applying this to the Beth-Israel case.

Part 1.  A review of the literature on organizational ‘turnarounds’ and the conduct of change ‘campaigns’.  You will then apply the insights, principles and recommendations from this literature in a ‘broad brush’ mapping out and evaluation of the actions undertaken by Paul Levy.  The data you will be drawing on will be based on your reading of the Beth-Israel Case Study, and accompanying HBR article on ‘Change Through Persuasion’ by Garvin and Roberto (2005).  You may also draw on the interviews with Paul Levy in the Multi-Media case study.

Part 2.  Reading Kanter, Stein and Jick’s (1992) classic analysis of the nitty-gritty ‘challenges of execution’.  You will then use their insights to help you explore and evaluate some of the more detailed actions and initiatives undertaken by Paul Levy.  While Part 1 focuses on the main challenges and general initiatives taken, Part 2 digs deeper into how Paul Levy actually carried out the required activities in practice.

You will be provided with the relevant literature and precise instructions on Day 1.

2.   Capabilities being Assessed

The project will be assessing your understanding and ability to apply:

1. Mapping Tools: the mapping tools provided in the course, through their use to interpret and evaluate a  specific case (‘gap analysis’, ‘forcefield analysis’ and ‘route analysis’)
2. Concepts: the main concepts in the 5M Framework, by using the concepts to interpret the broader literature on organizational transformation ‘turnarounds’ and ‘campaigns’
3. Practical Understanding: general leading change concepts and principles as they are interpreted and implemented in specific practices   

3.   Final Report

The Final Report will be between 15 and 20 A4 pages, single spaced, 12 point Times Roman font. It will be organised in the form of:

• Introduction

This will outline the overall project, the approach you took and your findings

• Part 1. Evaluation of Paul Levy’s Persuasion Campaign Strategy

This will include two sub-sections. Firstly, a comprehensive map of the Paul-Levy campaign (‘gap analysis’, ‘forcefield analysis’ and ‘route analysis of the path taken’.  Secondly, an evaluation of the ‘route taken’, in the light of the prescriptive literature on turnarounds and campaigns and your diagnosis of the gap and forcefield that faced Paul Levy

• Part 2  Evaluation of Paul-Levy’s Persuasion Campaign Tactics

This will include two sub-sections.  Firstly, a grouping of tactics used by Paul Levy in categories and phases.  Secondly, a critical analysis of the creativity involved and effectiveness of between 2 and 5 specific tactics.  

• Conclusion

This will outline your general findings and specific conclusions.

4.    Allocation of Work

In this project, you are expected to work as a group in both Part 1 and Part 2, yet allocate specific research and writing up tasks to individuals.  In terms of the breakdown of tasks, this might involve giving individuals responsibility for:

• Overall Project Report (including drafting of Introduction and Conclusion)
• Part 1 (and either of the two sub-sections, depending on the number in your group)
• Part 2 (and either of the two sub-sections, depending on the number in your group)

GROUP WORK 

You are expected to contribute effectively to class discussions, work with members of your group in presenting case studies and working on the Experience Change simulation, and contribute to the group by undertaking the necessary Video pre-work and Relating Compass pre-work