At the end of the course, students should be able to :
- rigorously collect relevant data to analyze a change process
- analyze these data in a consultative way, using tools and theories chosen according to the case in question
- formulate recommendations based on the analysis/evaluation carried out with the help of tools and theories
- write a precise, well-argued report describing the case, its analysis and the related recommendations
- reflect on one's own relationship to change and emotional skills
- Acquire an in-depth understanding and ability to critically analyze change management and organizational development, using a variety of means: readings, case studies, lectures and theoretical presentations, serious games...
- Be able to distinguish, analyze and understand, using different tools and theories:
-> The nature of change
-> The different reactions to change (resistance, resilience, etc.),
-> Actions to facilitate change in organizations,
-> The roles of different players in change processes
-> The different stages in the change process
-> Processes for getting teams on board and supporting them through change
-> The role of culture, power and sensemaking in change processes
- Reflect on one's emotional skills and relationship to change, based on the experiences proposed during the course (serious game or others) and on personal experience.
Different themes/dimensions of change management will be addressed
- Diagnosis of change, and in particular the role of culture and power in change processes
- The dynamics of change at human and organizational levels
- Supporting change, and in particular the role of emotions
- Key players in the change process, in particular leadership
- Emotional skills and change
Different theoretical frameworks and tools will be proposed to analyze both the organization and change.
A series of activities (serious games and others) will also be carried out to support the reflective approach in relation to emotional competencies.
Assessment is based on the completion of two assignments, each representing 50% of the final grade:
- A group assignment (maximum 5 students) involving a real-life case study of a current, future or past change. 6 interviews are required, followed by an analysis of the change in terms of the theories and tools proposed in the course. The work, maximum 25 pages, is due in early January and will be peer-reviewed in December.
- An individual assignment, aimed at developing the student's reflexive view of his or her emotional competencies and relationship to change. Based on their personal experiences and those linked to the activities proposed during the course, students will be asked to develop what they have learned about themselves and others. Two real-life situations will be analyzed to identify what has been learned and how it relates to the concepts of emotional competency. A written report (between 5 and 10 pages) is due in early January.
During the January session, students are invited to come together in groups to receive feedback from the teacher on the case study carried out.
Cf. Webcampus
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Master in Management | Standard | 0 | 3 | |
| Master in Management, Professional focus | Standard | 0 | 3 | |
| Master in Management | Standard | 1 | 3 | |
| Master in Management, Professional focus | Standard | 1 | 3 |