MAN 5180 Leading Development and Change
MAN 5180 Leading Development and Change
The course is aimed at school and kindergarten managers, and provides in-depth knowledge, skills and competence on change management and development work in schools and kindergartens. The course builds on introduction to change management and development work in other courses, and gives school and kindergarten managers a broader and more nuanced understanding of organizational, management and managerial prerequisites for successful change and development, as well as concrete management tools to make this happen. The content of the course covers among others planned change and improvement management, employee involving change management, learning management ('open to learning'), the role of middle management, motivation and goal orientation, development of professional learning communities and learning culture, management in teams and team development, reflection and facilitation of development processes, and implementation of change and development projects. The course is conducted as a combination of lectures at BI and group-based training sessions facilitated by experienced school and kindergarten managers. The purpose of the course is thus to provide the individual manager with up-to-date knowledge and skills in the role of change manager in schools and kindergartens, as well as to improve school and kindergarten managers’ competence in planning, implementing and evaluating change and development work. The course has been developed for the Directorate of Education.
The candidate:
- Has advanced knowledge of concepts and perspectives related to change management and development work in general and to schools and kindergartens in particular
- Has advanced knowledge of organizational, management and managerial conditions that inhibit/promote change and development in schools and kindergartens
- Has in-depth knowledge of principles of learning leadership in change and development work
- Knows relevant methods for obtaining, analyzing and implementing data and experiences from change and development work
The candidate:
- Can apply existing theories, methods and interpretations to plan, carry out, evaluate and implement change and development work in one’s own organization
- Can use relevant methods and tools to engage and involve employees in change and development work, including learning conversations
- Can carry out a limited development project in one’s own organization
- Can reflect one’s own and others' practice in development and change work
- Can apply and critically relate to various sources of information to carry out change and development work in one’s own organization
The candidate:
- Can plan, carry out, evaluate and implement change and development work in one’s own school or kindergarten
- Can apply principles in planned organizational change and learning management to bring about real improvement in, among other things, educational practice
- Demonstrates ability to critically understand and reflect on concepts and tools relating to change and development work
Session 1: Identify development and change needs
Goal:
- To get an overview of key terms and perspectives within change management and development work
- Getting to know your own and other school/kindergarten managers thinking and skills related to change and development work
- To start practicing critical reflection on one's own and others' development work
Theme:
- Introduction of the course and its main content
- Perspectives on change and development work: instrumental, cultural and myth perspective
- Development of a learning culture and professional learning communities in schools and kindergartens
- Principles on the development and translation of knowledge
- Division into basic groups, as well as presentation of process design for the project task and work between the sessions
Training session 1
Reflection on own and others' learning from collection 1, as well as work on the candidates' project assignment
Session 2: Planning and leading development and change work
Goal:
- To understand principles and models for planned change, in general and in schools and kindergartens specifically
- To understand opportunities for involving and engaging employees in change and development work, including how to work with resistance to change as a resource for change
- To understand principles for learning management, including implementation of and reflection on how to turn challenging conversations into constructive and learning conversations
Theme:
- Planned change and improvement
- Resistance to change
- Employee involving change management
- Learning management
Training session 2
Reflection on own and others' learning from collection 2, as well as work on the candidates' project assignment
Session 3: Being a change leader
Goal:
- Understand your own role as a leader in change and development work
Theme:
- Middle management and 'street-level management': How to make room for change and development in the cross-pressure between roles, actors and expectations
- Handling contradictions and tensions between operation and development and between governance and management
- Motivation theory and human resource work in development and change processes
Training session 3
Reflection on own and others' learning from collection 3, as well as work on the candidates' project assignment
Session 4: Leading communities
Goal:
- To increase knowledge and skills in creating structures and processes for interaction
Theme:
- Professional learning communities and learning meetings
- Psychological safety and learning
- Leadership in teams and team development
- Facilitation of change and development processes
Training session 4
Reflection on one’s own and others' learning from collection 4, as well as work on the candidates' project assignment
Session 5: Evaluating development and change work
Goal:
- To increase knowledge and skills related to the evaluation and implementation of change work
Theme:
- Evaluate development and change work
- Implementation of changes
- Knowledge transfer and translation skills
- Summary of the course
In addition to these five course sessions, the course will consist of four training sessions in groups (see teaching and learning activities).
Teaching and learning activities
The course is carried out over five sessions at BI and four training sessions in basic groups, a total of approx. 75 hours.
The sessions at BI are carried out as a combination of lectures, training in various tools for change and development work, as well as practical tasks and discussions in groups and plenary sessions.
The training sessions will consist of reflection on one's own and others' learning in the sessions as well as in the development project. The training sessions take place digitally, are carried out between each course session, and are facilitated by experienced school and kindergarten managers. Candidates will be asked to submit a reflection note before each meeting, to contribute to their own learning as well as a starting point for discussion in the meetings.
The project assignment forms a central part of the course. The assignment is already given on the first day of the first session and is based on the development project that the candidates carry out through the module. Work on the project assignment will take place both in the sessions at BI and in the training sessions. The candidates will receive individual guidance on the project assignment during the course.
In BI's executive education, there is a mutual responsibility for the student and course supervisor to involve the student's experience in the planning and implementation of courses, modules and programmes. This means that the student has the right and duty to get involved with one’s own knowledge and relev
In all BI Executive courses and programs, there is a mutual requirement for the student and the course responsible regarding the involvement of the student's experience in the planning and implementation of courses, modules and programmes. This means that the student has the right and duty to get involved with their own knowledge and practice relevance, through the active sharing of their relevant experience and knowledge.
Bachelor degree, corresponding to 180 credits from an accredited university, university college or similar educational institution. The applicant must be at least 25 years of age and at least four years of work experience. For applicants who have already completed a master’s degree, three years of work experience are required.
Disclaimer
Deviations in teaching and exams may occur if external conditions or unforeseen events call for this.
| Assessments |
|---|
Exam category: Submission Form of assessment: Submission PDF Exam/hand-in semester: Second Semester Weight: 60 Grouping: Group/Individual (1 - 3) Duration: 2 Semester(s) Exam code: MAN 51803 Grading scale: ECTS Resit: Examination when next scheduled course |
Exam category: Submission Form of assessment: Submission PDF Exam/hand-in semester: Second Semester Weight: 40 Grouping: Individual Duration: 72 Hour(s) Exam code: MAN 51804 Grading scale: ECTS Resit: Examination when next scheduled course |
All exams must be passed to get a grade in this course.
| Activity | Duration | Comment |
|---|---|---|
Teaching | 75 Hour(s) | |
Examination | 24 Hour(s) | |
Examination | 75 Hour(s) | |
Prepare for teaching | 96 Hour(s) | |
Student's own work with learning resources | 130 Hour(s) |
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 15 ECTS credit corresponds to a workload of at least 400 hours.