CMGT 508 - University Of Southern California
CMGT 508CMGT 508: Communicating Strategy and ChangeProfessor: Brad A ShipleyEmail: shipley@usc.eduCourse descriptionWe live in an era of Wikipedia, YouTube and Facebook. According to TIMEmagazine, these technologies are changing not only the world but also the waythe world changes. Change is rapid and continuous. Communication managers,armed with state-of-the art tools and techniques are called upon every day tocommunicate changes in strategy, focus and intent. This course will prepareyou for that challenge.Course readings, discussions, and lives sessions will provide content, andfield projects will provide you experience in communicating strategy andchange.Week 00: Introduction to CourseWeek 01: Introduction to Course, continuedWeek 02: Contracting and a Flawless Consulting ProcessWeek 03: ResistanceWeek 04: Strategy I: OverviewWeek 05: Strategy II: CaseWeek 06: MidtermWeek 07: Ad-Free BrandsWeek 08: Change Models IWeek 09: Change Models II: Congruence and Process ModelsWeek 10: Organizational Learning and Mental ModelsWeek 11: Power and Leadership I: Power and YouWeek 12: Power and Leadership II: Adaptive LeadershipWeek 13: Final PaperWeek 14: ConclusionLearning objectives1. Examine the critical role communication plays in the development andimplementation of business strategy.2. Distinguish among frameworks for managing and communicating change.3. Apply change communication tools and techniques to real businesscases.1
CMGT 508Textbooks and materialsRequired Textbooks: Block, P. (2011). Flawless consulting: A guide to getting your expertiseused (3rd ed.). San Francisco, CA: Pfeiffer Publishing. ISBN-13: 8601400125373 Grams, C. (2011). The ad-free brand: Secrets to building successfulbrands in a digital world. Indianapolis, IN: Que Publishing. ISBN13: 978-0789748027 Heath, C., & Heath, D. (2010). Switch: How to change things whenchange is hard. New York, NY: Crown Publishing. ISBN-13: 9780385528757 Kotter, J.P., & Rathgeber, H. (2006). Our iceberg is melting: Changing andsucceeding under any conditions. New York, NY: St. Martin’s Press.ISBN-13: 978-0312361983 Pfeffer, J. (2010). Power: Why some people have it and others don’t.New York, NY: HarperCollins Publishers. ISBN-13: 978-0061789083 Worley, C., Williams, T., & Lawler, E. (2014). Assessing OrganizationAgility: Creating Diagnostic Profiles to Guide Transformation.Jossey- Bass. (e-book)*Optional, but recommend texbooks: Senge, P. M. (2006). The Fifth Discipline: The Art and Practice of the LearningOrganization. New York: Currency/Doubleday. ISBN- 978-0385517256Worley, C., Williams, T., & Lawler, E. (2014). The Agility Factor: BuildingAdaptable Organizations for Superior Performance. Jossey- Bass. ISBN-13:978-1-118-84705-3 *(Note: The required e-book is a companion to this book;you will greatly benefit from using this material to give context to the e-book). Required Articles: There are required Harvard Business School articlesfor this course. They can be purchased as a course pack at 66114 Other Materials:o Webcam and microphone for recording presentation2
CMGT 508Sessions and days of the weekThe course is divided into fifteen weeks, starting with Week 0 and endingwith Week 14. Due dates for assignments and discussions are stated in daynumbers. Day 1 is Wednesday, the first day of the beginning of each weeklysession.Day 1WednesdayDay 2ThursdayDay 3FridayDay 4SaturdayDay 5SundayDay 6MondayDay 7TuesdayAssignments are due no later than 11:55 p.m. in the Pacific Time zone on theday that is stated in the assignments section.Grading policyComponents1. Discussion (Discussion grade calculatedat semester end. 20 at 5 pts each)2. Assignments (2 at 50 pts each)3. Organizational Change Checkpoints(Group) (4 at 50 pts each)4. Midterm: lululemon Case Application(Group)5. Final: Organizational Change Case andPresentation (Individual)6. Feedback (Two course evaluations at 25pts each and two peer evaluations at 25pts each)Total PointsPoints Available100 points100 points200 points200 points300 points100 points10003
CMGT 508Final: Organizational Change Case and Presentation (300 total pointspossible)Refer to the Final Paper and Presentation assignment guidelines for fullassignment instructions.The final project (paper and presentation) will be graded using the followingcriteria:Final: Organizational Change Case andPresentationCriteria PointsStudent submits accurate, thought-provoking analysisgrounded in specific theoretical framework(s)discussed in class and based on data collected aboutthe organization.Student synthesizes critical information from checkpoints.Student formulates innovative, sound conclusionsand recommendations bolstered by empiricalevidence.Student optimally structures and organizes content.Student accurately cites all source material in accordancewith a standardized method. If appropriate, use APA style.Presentation is innovative, informative and engaging.Presentation does not exceed seven minutes.300-265Student submits accurate, interesting analysis groundedin specific theoretical framework(s) discussed in class andbased on some data collected about the organization.Student synthesizes information from checkpoints.Student formulates sound conclusions bolstered byempirical evidence.Student effectively structures and organizes content.Student accurately cites all source material in accordancewith a standardized method. If appropriate, use APA style.Presentation is informative and engaging.Presentation does not exceed seven minutes264.9-2304
CMGT 508 Student submits analysis grounded in sometheoretical framework(s) discussed in class.Student formulates clear conclusions—most of whichare bolstered by empirical evidence.Student adequately structures and organizes content.Student accurately cites most source material inaccordance with APA style standards.Presentation is informative.Presentation exceeds seven minutes.229.9-195Midterm: lululemon Case Application (200 total points possible)Refer to the Midterm Instructions for full assignment directions.The midterm project will be graded according to the following criteria:Criteria Team submits accurate, thought-provoking analysisgrounded in specific theoretical framework(s) discussed inclass and based on data collected about the organizationTeam formulates innovative, sound conclusions andrecommendations bolstered by empirical evidence.Team optimally structures and organizes content.Team accurately cites all source material in accordance with astandardized method. If appropriate, use APA style.Team submits accurate, interesting analysisgrounded in specific theoretical framework(s)discussed in class andbased on some data collected about the organization.Team formulates sound conclusions bolstered byempirical evidence.Team effectively structures and organizes content.Team accurately cites all source material in accordancewith a standardized method. If appropriate, use APAstyle.Team submits analysis grounded in sometheoretical framework(s) discussed in class.Team formulates clear conclusions—most of whichare bolstered by empirical evidence.Team adequately structures and organizes content.Team accurately cites most source material inaccordance with APA style standards.Points200-180179.9-160159.9-1405
CMGT 508 Team submits superficial analysis grounded insome theoretical framework(s) discussed in class.Team formulates conclusions—some of which arebolstered by empirical evidence.Team ineffectively structures and organizes contentsuch that readers will likely have a hard time trackingthe flow ofideasTeam cites some source materialTeam submits incomplete analysis with no clearconnection to specific theoretical framework(s)discussed in class.Team formulates vague conclusions—none of whichare bolstered by empirical evidence.Team ineffectively structures and organizes contentsuch that readers will have a hard time tracking the flowof ideasTeam omits or incorrectly cites source material.139.9-120119.9 pointsor lowerGroup Checkpoints (200 total points possible)Think of your group as a consulting firm with several clients. Each member ofthe group is the lead consultant on his or her individual project. The task of thegroup is to deliver a quality product to each of its clients. You will do this byproviding constructive feedback to your colleagues’ checkpoints.See the Final Change Case Presentation Guidelines for a detailedbreakdown of the group checkpoints.Discussion (100 total points possible)Class discussion, both synchronous and asynchronous, is a critical part of thesuccess of this course. This is a seminar course, where we collectively grapplewith issues and challenges to effective organizational change management.Each individual is expected to be actively involved in class discussion everyweek. The primary assessment will be the quality of those contributions to thegroup effort.Good contributions are: thoughtful analytical constructive to the group effort topically relevant linked to the readings assigned for that week6
CMGT 508Poor contributions: simply restate what someone else has already said take the discussion on a tangent refer to issues we have already left behind as the discussion moves forward do not respect the other participants show that the individual has not done the assigned readingsDiscussion Grading he posting directlyaddresses keyissues, questions, orproblems related tothe text and thediscussion activity.The posting appliescourse conceptswell, connectingthem to actualactivity.The posting addresseskey issues, questions, orproblems related to thetext and the discussionactivity, but in somecases only indirectly orobliquely. It does notalways apply courseconcepts fully.UNACCEPTABLE0-1The posting does notdirectly address thequestion or problemposed by the discussionactivity.InsightThe postingoffers original orthoughtful insight,analysis, orobservation thatdemonstrates astrong grasp ofconcepts andideas pertainingto the discussiontopic.The posting doesoffer some insight,analysis, orobservation to thetopic but may notdemonstrate a fullunderstanding orknowledge ofconcepts and ideaspertaining to thediscussion topic.The posting does notoffer any significantinsight, analysis, orobservation relatedto the topic. Noknowledge orunderstanding isdemonstrated regardingconcepts and ideaspertaining to thediscussion topic.SupportThe postingsupports all claimsand opinions witheither rationalargument orThe posting generallysupports claims andopinions with evidenceor argument, but mayleave some gapsThe posting does notsupport its claimswith either evidence orargument. Theposting contains largely7
CMGT 508evidence.Number ofResponsesSubstanceofResponsesThe responsesexceed therequirement forthe discussionactivity.The responsesoffer either anextensionor elaboration onthe originalposting or aclearly alternatepoint of view thatfostersfurtherthinking,reflection, orresponse onthediscussiontopic.where unsupportedopinions still appear.The responses fulfillthe minimum requirednumber for thediscussion activity.unsupported opinion.The responsesgenerally offer someinsight by eitherextending the pointof the original post oroffering an alternatepoint of view, butthey may notencourage furtherthought or reflectionon the discussiontopic as much as theypossibly could.The responses do notoffer any new insightby either extendingthe position of theoriginal post orproviding an alternatepoint of view.The responses do notmeet the numberrequired for thediscussion activity.Assignments (100 total points possible)There are two individual assignments worth 50 points each - one in Week 03 and one inWeek 11. These are designed to help you understand and integrate the course content.These assignments are to be completed individually.Feedback Reports (100 total points possible)Because two-way communication is critical to the effective functioning of anylearning organization, written feedback reports are required. You will submittwo course feedback reports and two peer evaluation feedback reports. Theseare worth 25 points each.8
CMGT 508The feedback report will be graded credit/no credit. To receive credit youneed to turn the feedback report in on time and show a good faith effort toproduce a feedback report which helps us create a learning organization.Grade rangesGradeAAB BBC CCDFRange93.0% or 77.0%-79.9%73.0%-76.9%70.0%-72.9%60.0%-69.9%59.9% or lowerFormatting guidelines for all written work All documents should be in Microsoft Word format.Please ensure that each paper follows the individual guidelines as laid outin the assignment instructions.Make sure you keep a copy of all submitted papers.Finally, typos and spelling errors are unforgivable at this level and reflectpoorly on you.LatenessAny assignment submitted after the deadline but within 24 hours will receive nomore than half-credit. Students submitting assignment more than 24 hours lateshould contact the instructor for grading on a case by case basis.Live SessionsSee the “Live Session” discussion forum for Live Session dates andtimes.Live sessions are an essential component of this course. A few live sessions willbe conducted by Dr. Shipley and the rest will be conducted by your sectioninstructor.These sessions are not required, but they are strongly encouraged as there willbe examples, discussions, and activities that will help to bring the coursematerials into focus. Each group is required to have at least one representativemember for each live session.9
CMGT 508The goal of these live sessions is to enable students and faculty to enterinto extemporaneous inquiry regarding pertinent course topics.If you are unable to attend, please view the archive of the session to catch upon the discussion. You are encouraged to post any further thoughts you mayhave after this viewing on the general discussion board.Please refer to the guide on how to attend a Live Session in the Live Sessionarea under General in your course.Group workThis course has weekly group work. Your groups will be randomly assigned beforethe semester begins. All your group and pair work is conducted with the membersof this group. Group work is divided into three areas: Consulting, Feedback, andDiscussions.ConsultingThe final project will be a summary and analysis of your "live change case" andrecommendations for improving the change process. While this is an individualassignment, you will be working with your consulting group. The purpose of thesegroups is two‐fold: Provide an opportunity to improve your analysis. Provide an opportunity to observe the application of course material in thecontext of multiple organizations.You will be graded individually and on your performance as a group member. Youwill receive credit for your assignments and your participation. Each member ofyour group will also be completing a Final Peer Evaluation at the end of thiscourse that will further help your instructor evaluate your performance.This weekly group work will require efficient coordination and collaboration. Assuch, as soon as you learn the members of your assigned group, you should:1. Decide when your group will meet.2. Designate one member of the group to set up and share a Google Docscollection for use throughout the course.3. Create a schedule that designates one member of the group who will beresponsible for posting to class discussion forums on behalf of the group eachweek. Keep in mind that this person does not decide how to respondindependent of the group, but is simply the one who reports on the group'sconclusions.FeedbackYou are required to submit two peer evaluations (weeks 07 and 14) and twocourse feedback reports (weeks 05and 10) throughout the course.DiscussionsThese items appear throughout the course and you will see the words (Pair) or(Group) to know which ones can only be completed with your group.Your group will remain consistent throughout the course.10
Statement on Academic Conduct and Support SystemsAcademic ConductPlagiarism – presenting someone else’s ideas as your own, either verbatimor recast in your own words – is a serious academic offense with seriousconsequences. Please familiarize yourself with the discussion of plagiarismin SCampus in Section 11, Behavior Violating University violating-university-standardsand- appropriate-sanctions/. Other forms of academic dishonesty are equallyunacceptable. See additional information in SCampus and university policieson scientific misconduct, mination, sexual assault, and harassment are not tolerated bythe university. You are encouraged to report any incidents to theOffice of Equity and Diversity http://equity.usc.edu or to theDepartment of Public -public-safety/onlineforms/contact-us. This is important for the safety of the whole USCcommunity. Another member of the university community – such asa friend, classmate, advisor, or faculty member – can help initiatethe report, or can initiate the report on behalf of another person. TheCenter for Women and Men n-and-men-0 provides 24/7 confidential support,and the sexual assault resource center webpage http://sarc.usc.edudescribes reporting options and other resources.Support SystemsA number of USC’s schools provide support for students who need help withscholarly writing. Check with your advisor or program staff to find out more.Students whose primary language is not English should check with the AmericanLanguage Institute http://dornsife.usc.edu/ali, which sponsors courses andworkshops specifically for international graduate students.The Office of Disability Services and programs/dsp/home index.htmlprovides certification for students with disabilities and helps arrange therelevant accommodations.If an officially declared emergency makes travel to campus infeasible,USC Emergency Information http://emergency.usc.edu will provide safetyand other updates, including ways in which instruction will be continued bymeans of blackboard, teleconferencing, and other technology.Library accessAs a USC student, you have access to all the library resources and theAnnenberg Librarian, Chimene Tucker (cetucker@usc.edu), is available to assistyou with any inquiry you may nal-services/remote-accesselectronic-resources11
CMGT 508Course Director InformationTeaching in the Communication Management program, Dr. Brad Shipley aspires toprovide a learning experience that will result in practical application ofCommunication Theory and Research by exposing students to a variety ofpedagogical approaches. An advocate for Experiential Learning, Brad has designedmany learning simulations and has had articles published in leading ExperientialLearning Journals. He currently teaches classes on topics such as ResearchMethods, Leadership, Group Communication, Persuasion, and CrisisCommunication. Brad earned his PhD from USC Annenberg in OrganizationalCommunication. His current research uses both quantitative and qualitativemethods to better understand Organizational Justice in the workplace. Brad hasalso provided training and development consulting for such organizations as TheUnited States Peace Corp, Edwards Pharmaceuticals, and Westinghouse. Brad ismarried to his high school sweetheart Anne and they have three children: Chandler,Jessica, and Sophie13
CMGT 508Technical Support and Technical RequirementsA full description of the technical requirements for this course can be found onour technical support page.Assistance to resolve technical problems is available 24 hours a
Week 02: Contracting and a Flawless Consulting Process Week 03: Resistance. Week 04: Strategy I: Overview Week 05: Strategy II: Case Week 06: Midterm. Week 07: Ad-Free Brands Week 08: Change Models I. Week 09: Change Models II: Congruence and Process Models Week 10: Organizational Learning and Mental Models. Week 11: Power and Leadership I .
Operating output VPS 508 S03, S04, S05: max. 4 A Refer to motor startup current! Interference output VPS 508 S04, S05: max.1A VPS 508 S03: IP 40 VPS 508 S04, S05: IP 54 50 Hz 230 VAC -15 C to 70 C others: -15 C to 60 C Approx. 10 - 34 s, depending on test volume and input pressure max. 50 l/h
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people trained in basic counselling skills and who use their skills as part of their jobs yet do not have any formal counselling qualification. Whether a manager in an organization can take up the counselling role for his workers is still a debate. Though not very wide spread, there is a tendency in some organizations to view managers as quasi counsellors or informal helpers for their staff .
