Compound Hood Assignment We have an 8’ by 4’ hopper grate which is used for shakeout in a foundry. The details in the pieces we are casting prevent the use of a totally enclosed ventilation system, so we will design a side draft hood. The side draft hood will control the release of silica from the shells and protect the breathing zone of our employees, while still allowing access to the work during shakeout. We will need two figures to calculate the ventilation requirements for a side draft shakeout hood. First refer to the figure titled “Foundry Shakeout Side Draft.” This was figure VS-20-02 in older editions of the text. If your text has different nomenclature, go to the index in the back of the book, look up ‘Foundry” and under “Foundry” find ‘Shakeout.” In the bottom left hand corner you see the statement, “See VS-20-01 for exhaust rates.” Figure VS-20-01 is for enclosed shakeout ventilation, not side draft, but we still must look there to find out how to calculate Q. We see in the table in figure VS-20-01, the third row is for a “side hood” and refers to VS-20-02. Assume we have cool castings. We see for the side hood and cool castings, we require 350 CFM to 400 CFM per ft2 of grate area. (Page 2-3) 1. What is our grate area in square feet, ft2? Assume we select 400 CFM / ft2. 2. What is the required volume flow rate, Q? We now return to figure VS-20-02, which shows the actual compound hood we desire to design. In the upper left corner we see the face of our hood, in the direction of air flow. It shows about 15 vertical slots. It also describes that these slots must be made with moveable panels so that they may be opened or closed. By adjusting the width of these slots after the system is in operation, we can control the flow of exhaust air and make sure we had the desired distribution to capture our contaminant. We also see that our hood must be 1.5 times as long as our grate. Remember our grate was 8 feet long by 4 feet wide. In this diagram, L stands for the greater dimension of our grade (8 ft in this example), and W stands for the lesser dimension (4 ft in this example). 3. How wide must we make our side draft hood? We see right below the diagram of the hood face, that the velocity through openings (meaning the slots) must be at least 2,000 FPM (feet per minute). 4. Using the Q calculated in question 2, what is the total surface area required for the slots? You based on this calculation of total slot area, you would determine the number of slots required. This would require some professional intuition. The number of slots and their arrangement cannot just be calculated. You would then each slot accordingly. In the center of figure VS-20-02, near the bottom, we see “Minimum duct velocity = 4000 FPM.” This tells us the duct transport velocity must be 4,000 FPM (feet per minute) or greater. As with the simple duct, we use the Q calculated above, and this transport velocity calcul.

1. Compound Hood Assignment
We have an 8’ by 4’ hopper grate which is used for shakeout in
a foundry. The details in the pieces we are casting prevent the
use of a totally enclosed ventilation system, so we will design a
side draft hood. The side draft hood will control the release of
silica from the shells and protect the breathing zone of our
employees, while still allowing access to the work during
shakeout.
We will need two figures to calculate the ventilation
requirements for a side draft shakeout hood. First refer to the
figure titled “Foundry Shakeout Side Draft.” This was figure
VS-20-02 in older editions of the text. If your text has different
nomenclature, go to the index in the back of the book, look up
‘Foundry” and under “Foundry” find ‘Shakeout.”
In the bottom left hand corner you see the statement, “See VS-
20-01 for exhaust rates.” Figure VS-20-01 is for enclosed
shakeout ventilation, not side draft, but we still must look there
to find out how to calculate Q.
We see in the table in figure VS-20-01, the third row is for a
“side hood” and refers to VS-20-02. Assume we have cool
castings. We see for the side hood and cool castings, we
require 350 CFM to 400 CFM per ft2 of grate area. (Page 2-3)
1. What is our grate area in square feet, ft2?

2. Assume we select 400 CFM / ft2.
2. What is the required volume flow rate, Q?
We now return to figure VS-20-02, which shows the actual
compound hood we desire to design. In the upper left corner we
see the face of our hood, in the direction of air flow. It shows
about 15 vertical slots. It also describes that these slots must be
made with moveable panels so that they may be opened or
closed. By adjusting the width of these slots after the system is
in operation, we can control the flow of exhaust air and make
sure we had the desired distribution to capture our contaminant.
We also see that our hood must be 1.5 times as long as our
grate. Remember our grate was 8 feet long by 4 feet wide. In
this diagram, L stands for the greater dimension of our grade (8
ft in this example), and W stands for the lesser dimension (4 ft
in this example).
3. How wide must we make our side draft hood?
We see right below the diagram of the hood face, that the
velocity through openings (meaning the slots) must be at least
2,000 FPM (feet per minute).

3. 4. Using the Q calculated in question 2, what is the total surface
area required for the slots?
You based on this calculation of total slot area, you would
determine the number of slots required. This would require
some professional intuition. The number of slots and their
arrangement cannot just be calculated. You would then each
slot accordingly.
In the center of figure VS-20-02, near the bottom, we see
“Minimum duct velocity = 4000 FPM.” This tells us the duct
transport velocity must be 4,000 FPM (feet per minute) or
greater. As with the simple duct, we use the Q calculated
above, and this transport velocity calculate a nominal duct area.
5. What cross sectional area of duct would give you exactly a
duct velocity of 4,000 FPM if the volume flow rate is that
determined above?
6. What would be the diameter of a duct with the surface area
calculated above?
Assume we can only buy ducts with an even increment of 2” in
diameter at this size.

4. 7. What size duct will you use?
8. What will be the duct velocity for the volume flow rate, Q,
calculated above if this diameter of duct is used? Notice, if
your result is less than 4,000 FPM, your duct is too large, or
you made and error in this calculation.
We see near the bottom of figure VS-20-02 that the hood entry
loss, he, will be given by
We denote the slot velocity pressure by VPs and the duct
velocity pressure by VPd. We designed for a slot velocity of
2,000 FPM, and we determined our duct velocity in question 8.
Remembering that in general
9. Calculate the slot and duct velocity pressures.

5. 10. What is the hood entry loss, he?
This hood entry loss takes us all the way back to the beginning
of the duct. We only need this entry loss (due to friction), and
VPd (the kinetic energy) to calculate the static pressure
required at the beginning of our duct.
11. What static pressure is required at the beginning of the duct
to accelerate the air to duct velocity and overcome the pressure
losses in this compound hood?
d
s
e
VP
VP
h
´
+
´
=
25
.
0
78
.
1
(
)
(
)
2

6. 2
4005
"
÷
ø
ö
ç
è
æ
=
FPM
V
O
H
VP
BUS661: Leading Organizational Change (MFV1314A)
Required Text
Palmer. I., Dunford, R., & Akin, G. (2009). Managing
organizational change: A multiple perspectives approach (2nd
ed.). New York, NY: McGraw-Hill. ISBN: 978-0-07-340499-8
Recommended Readings
The following articles can be found by clicking the Library link
in the left navigation bar. Select the ProQuest database from the
table and search by author last name and article title within the
database.
Büchel, B., & Moss, I. (2007, July). Using facilitation to drive
change: The change leader’s guide. Perspectives for Managers,
(150), 1-4. (Document ID: 1305556001).
Cronshaw, S., & McCulloch, A. (2008, Winter). Reinstating the
Lewinian vision: From force field analysis to organization field
assessment. Organization Development Journal, 26(4), 89-103.
(Document ID: 1599537381).

7. Grenny, J., Maxfield, D., & Shimberg, A. (2008, Fall). How to
have influence. MIT Sloan Management Review, 50(1), 47-
52. (Document ID: 1570723531).
Hung, D., Chen, V., & Lim, S. (2009, April). Unpacking the
hidden efficacies of learning in productive failure. Learning
Inquiry, 3(1), 1-19. (Document ID: 1894617401).
Kee, J., & Newcomer, K. (2008, Fall). Why do change efforts
fail?. Public Manager, 37(3), 5-12. (Document ID:
1592581511).
Lamm, E., Gordon, J., & Purser, R. (2010, Summer). The role
of value congruence in organizational change. Organization
Development Journal, 28(2), 49-64. (Document ID:
2042541661).
Maccoby, M. (2010, March/April). Learn change leadership
from two great teachers. Research Technology
Management, 53(2), 68-69. (Document ID: 1993536111).
Paquin, J., & Koplyay, T. (2007, March). Force field analysis
and strategic management: A dynamic approach. Engineering
Management Journal, 19(1), 28-37. (Document ID:
1238458261).
Sanders, M. (2010, Spring). The practice of adaptive leadership:
Tools and tactics for changing your organization and the world.
Personnel Psychology, 63(1), 255-258. (Document ID:
1980857661).
Scott, C. (2010, September). Perceptions of leadership under
conditions of environmental uncertainty. Journal of American
Academy of Business, 16(1), 30-35. (Document ID:
2040537041).
Prerequisites
BUS 661 does not have prerequisites.
Course Description
This course will blend theories of leadership with concepts and
models of organizational change. The change process consists
of a series of steps that focuses on vision, implementation,

8. change agents and other internal and external components. This
course provides insight into types of changes impacting
organizations and possible strategies to effectively address
those changes.
Course Design
This course will present the student with a variety of change
approaches. This course will also assist the student to connect
their experiences with change and help to highlight how to make
sense of those experiences and identify options for future
action.
This course has been designed for the individual student. That
does not mean that students cannot collaborate and work on
assignments as teams or groups. Indeed, collaborative efforts
should raise the level of learning synergy as one student’s
instructional efforts reinforce that individual’s learning
experience. However, the final measure of learning will be
conducted on an individual basis and by the performance of that
individual in addressing classroom activity, course assignments,
and a final paper.
Reading the text will be the primary source of formal
knowledge for each student. A student will be expected to read
each chapter as sequenced through the course. In doing so, that
student will be measured on how well the subject matter is
understood, how adept that student is at recognizing situations
in which the subject matter is at hand, translating the
recognition into a useful application of the knowledge, and
using the knowledge application to solve an organizational
leadership problem or find a solution.
Course Learning Outcomes
Upon successful completion of this course, students will be able
to:
1. Compose techniques for dealing with resistance to change in

9. organizations.
2. Assess the alignment between management’s views on the
need for change and those throughout the organization.
3. Assess change situations for possible consequences, both
intended and unintended.
4. Examine the different stages of change commitment and their
impact on the organization as a whole.
5. Assess the role of organizational culture in the change
process.
6. Evaluate the importance of communication in the change
process.
7. Evaluate organizational antecedents and how change impacts
them.
Course Map
The course map illustrates the careful design of the course
through which each learning objective is supported by one or
more specific learning activities in order to create integrity and
pedagogical depth in the learning experience.
LEARNING OUTCOME
WEEK
ASSIGNMENT
1. Compose techniques for dealing with resistance to change in
organizations.
1
2
3
5
6
6
· Green Mountain Resort
· Nestlé
· Change at DuPont
· Toxic Handlers
· Productive Failure

10. · Organizational Change Report
2. Assess the alignment between management’s views on the
need for change and those throughout the organization.
2
2
3
5
6
6
· Change Rationales
· Force Field Analysis
· Nestlé
· British Airways
· Change Leader
· Organizational Change Report
3. Assess change situations for possible consequences, both
intended and unintended.
1
1
3
3
5
6
· Change Stories
· Green Mountain Resort
· Change Intervention
· Preventing Resistance
· Tyco
· Organizational Change Report
4. Examine the different stages of change commitment and their
impact on the organization as a whole.
2
3
4
5
6

11. · Force Field Analysis
· Nestlé
· The Vision "Wow" Factor
· Toxic Handlers
· Organizational Change Report
5. Assess the role of organizational culture in the change
process.
1
3
3
5
6
· Green Mountain Resort
· Change Intervention
· Preventing Resistance
· Tyco
· Organizational Change Report
6. Evaluate the importance of communication in the change
process.
3
4
5
5
6
· Change Intervention
· British Airways
· Restructuring
· Tyco
· Organizational Change Report
7. Evaluate organizational antecedents and how change impacts
them.
2
3
3
4
5

12. 6
· Force Field Analysis
· Change Intervention
· Preventing Resistance
· British Airways
· Tyco
· Organizational Change Report
Institutional Outcomes
Graduates of Ashford University:
1. Demonstrate the ability to read and think critically and
creatively;
2. Demonstrate the ability to communicate effectively in speech
and in writing;
3. Demonstrate the ability to communicate effectively through
the use of technology;
4. Demonstrate an understanding of the various forms of
diversity;
5. Demonstrate an understanding of the interdependence among
living beings, the environment and humanly-created systems;
6. Demonstrate competence in their major fields of study;
7. Demonstrate an understanding of service directed at meeting
the needs of others;
8. Demonstrate the ability to draw information from different
fields of study to make informed decisions; and
9. Develop skills and abilities that provide for lifelong learning.
Mission Statement
The mission of Ashford University is to provide accessible,
affordable, innovative, high-quality learning opportunities and
degree programs that meet the diverse needs of individuals
pursuing integrity in their lives, professions, and communities.

13. Readings
Read the following chapters in your text, Managing
Organizational Change:
1. Chapter 1: Introduction: Stories of Change
2. Chapter 2: Images of Managing Change
Recommended Reading
The following articles can be found by clicking the Library link
in the left navigation bar. Select the ProQuest database from the
table and search by author last name and article title within the
database
1. It is recommended that you read the following article to
gain further understanding of organizational change efforts and
failures:
a. Kee, J., & Newcomer, K. (2008, Fall). Why do change
efforts fail?. Public Manager, 37(3), 5-12. (Document
ID:1592581511).
Post Your Introduction
To post your introduction, go to this week's Post Your
Introduction link in the left navigation.
Please post a brief bio on the first day of class. Respond to at
least three of your classmates' bios. Use this forum to get
acquainted and for ongoing non-content related discussions.
Looking for long term Masters Tutor that has taken this
ASHFORD Course and has great ratings. Looking for
plagiarism free work and not interested in paying outside this
Student of Fortune SYSTEM. Need quote-open to price that is
fair MUST HAVE BOOK!!!

14. BUS661: Leading Organizational Change (MFV1314A)
Required Text
Palmer. I., Dunford, R., & Akin, G. (2009). Managing
organizational change: A multiple perspectives approach (2nd
ed.). New York, NY: McGraw-Hill. ISBN: 978-0-07-340499-8
Discussions
To participate in the following Discussion Forums, go to this
week's Discussion link in the left navigation:
1. Change Initiatives
Find an article that identifies at least one reason why
organizational change initiatives fail in organizations.
Summarize the article then present your opinion. Be sure to
provide a complete APA citation of the article. Respond to at
least two of your classmates" postings.
2. Change Stories
Briefly reflect upon an important change you have experienced
in your life. Compare your change to the change stories from
the beginning of Chapter 1.Compare the change stories from the
beginning of Chapter 1. Answer the following questions and
respond to at least two of your classmates' postings.
· What are the common issues across each story?
· What are the differences?
· Of the change "lessons" outlined in Table 1.1, which of these
are present in these stories? Which are absent? What are the
implications of this?
· Are there other "lessons" embedded in the stories for future
changes for/to the companies?
· What three key conclusions do you draw from these stories
about managing change? What lessons are embedded in these
stories that you can apply to future changes you may face?
Assignments
To complete this assignment, go to this week's Assignment link
in the left navigation:
Green Mountain Resort

15. Read the case study: Green Mountain Resort (Dis) solves the
Turnover Problem from the end of Chapter 2. Answer the
following questions in a three page APA style paper; include
outside sources to support your answers.
a. Which of the six change images discussed in the
chapter can be identified in the assumptions about changing
turnover that were
held by:
• Gunter?
• The hospitality literature?
• The consultant?
b. How did these assumptions influence prescriptions for
dealing with “the turnover problem?”
c. Choose another change image and apply it to “the
turnover problem.” To what new insights does this lead?
d. What conclusions do you draw from this about the
statement at the start of the chapter that “if we only draw upon
one particular
frame, then this will take us away from thinking about
what is going on from an alternative perspective?”
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.
Response to Rennessa
Maslow’s hierarchy of theory is more apt for identifying
the needs stage at which a customer presently is. This is most
beneficial for marketers while identifying the customer segment
for their product.
If the product of the company is such that it satisfies the
social recognition needs of the individual such as a premium
car, the company would have to target the customer that are
presently at the level of esteem. Similarly, a company selling
spiritual products would target the customers that are at the
level of self-actualization. Good Post!
Regards,

16. Michael M.
Response to Whitney
The cognitive theory of motivation is probably the most
complex theory for marketers to implement for understanding
the consumer behavior. It involves so many elements of the
motivation such as customers past experiences, beliefs and
attitudes that impact the customer buying behavior.
The marketer using this theory would need to formulate
a model to comprehend the levels of customer’s motivation on
the buying behavior. I enjoyed your post.
Regards,
Michael Meeks
Using the text and/or additional articles from the Ashford online
library, discuss a minimum of two personality theories and
evaluate the implication upon consumer behavior. Support your
position in a minimum of 200 words. Respond to at least two of
your classmates’ posts.
Response to Anderson
Psychoanalytic theory of personality doesn’t impact the
consumer behavior as the whole. Though there are certain
aspects of the purchase behavior that this theory might impact,
there remain several consumer behaviors that are not related to
biological drives.
I would say that somewhere between the psychoanalytic
theory of personality and Maslow’s hierarchy of needs would
address the impact of the basic needs of the individuals on the
consumer behavior. Good post!
Regards,
Michael M.
Response to Whitney
The Neo-Freudian theorists considering the impact of
social relationships on the consumer behavior were the most
influential. The impact of same groups and in-groups of the
customer on the purchase behavior is a well-known fact that is

17. used by marketers while promoting the products.
The social surroundings and relationships of the
customers influence them to make certain purchases that are not
even required by them. Good Post!
Regards,
Michael M.
Week 1 Objectives
· Explore the reasons that change initiatives fail within
organizations.
· Develop techniques to manage resistance to organizational
change.
· Discuss the differences and similarities in change stories.
· Identify key lessons that can be applied to future change
initiatives.
· Analyze an organizational change case.
Greiner’s (1998) study is widely recognized throughout the
organizational growth/development literature addressing
organizational life cycle. Greiner argued that organizations
advance from entrepreneurial activities (innovation and
creativity) at the earliest stage of development. Organizations
then move beyond the first stage of the life cycle only after
overcoming some crisis of leadership which requires
organizational change. Katz and Gartner (1998) agree with this
assertion and contend that “organizations emerge from the
interaction of agents (individual, partners, groups, parent
organizations, etc.) and the environment” (p. 430). Greiner’s
model which begins with entrepreneurial activities in stage one,
move to stage two – growth through direction where the
management dilemma is organizational autonomy. In Greiner’s
third stage – growth through delegation the management
dilemma facing the organization is a lack of consistency or
integration of organizational goals. The fourth stage – growth
through coordination depicts the management dilemma in a
somewhat positive frame where learning and adapting to change
take place. The final stage – growth through collaboration is the
result of the bureaucracies created by the restructuring that took

18. place at stage four. The result of moving to stage five is
organizational flexibility and agility (Quinn and Cameron,
1983). Through each of these stages the challenges confront
those responsible for the growth of an organization. In terms of
entrepreneurship, how these challenges are resolved may
ultimately determine if the entrepreneurial venture continues to
grow.
Although there is a significant body of literature addressing the
concept of organizational change (Callaly and Arya, 2005),
“change is a relatively recent management topic everywhere in
the world.” (Stripeikis and Zukauskas, 2004, p. 328) While the
study of change covers a very broad scope of issues in the
social sciences, change is one of the most recognized challenges
facing leaders of organizations today (Stripeikis and Zukauskas,
2004). Organizations are always being affected by change to
some degree; whether change is a positive or negative force
within the workplace is determined by the organization’s
preparation for, and response to, the changes it encounters. This
is an especially critical in the field of entrepreneurship where
much of the research has focused upon change within more
established organizations rather than the process through which
organizations are created (Katz and Gartner, 1988).
Perhaps the most influential scholar of modern times in the
discipline of change theory is Kurt Lewin. Recognizing that
change is often a planned event, Lewin advanced the theory that
organizational change occurs in three stages: unfreezing,
moving, and refreezing (Callaly and Arya, 2005). Further,
Lewin suggested three ways that organizational change may be
accomplished: by changing the individuals in the organization,
changing organizational structures and systems, and changing
the organizational climate (Stripeikis and Zukauskas, 2005).
Bruhn (2004) contends that some change is self-created, and
some change is created by other people or events. In either
situation, change will result in further change, and it will occur

19. at the same time it is being discussed by those in positions to
manage change.
To further understand the process of change Lewin’s three
stages of organizational change will be explained briefly. The
first stage, unfreezing, represents the upsetting of the balance in
the organization or the status quo. This provides the opportunity
for change to take place. The second stage, moving, is the
implementation of change. In this stage members in the
organization, though the series of changes previously
mentioned, are moved to the new or desired level of
equilibrium. It is within this phase that leaders or managers of
change will face the greatest resistance. Callaly and Arya
(2005) agree that resistance to change should be expected when
change is imposed. The final stage, refreezing, occurs when the
implementation of change has been carried out and reinforced.
The reinforcing of change will reduce the likelihood that
members of the organization will revert to the previous
structures and processes that were in place prior to change.
Lewin’s model of change illuminates the effects of the driving
forces that promote change as well as the forces that oppose
change. In this perspective, when one force is greater than the
other, change will occur. (Kritsonis, 2004)
References
Bruhn, J. (2004). Leaders who create change and those who
manage it. The Health Care Manager, 23(2), 132 – 140.
Retrieved from Ebscohost database.
Callaly, T., & Arya, D. (2005). Organizational change
management in mental health. Australasian Psychiatry, 13(2),
120 –123. Retrieved from ProQuest database.
Greiner, L. (1998). Evolution and revolution as organizations
grow. Harvard Business Review, 50(4), 55 - 67. Retrieved from
Academic Search Premier database.
Katz, J., & Gartner, W. (1988). Properties of Emerging
Organizations. Academy of Management Review, 13(3), 429 –

20. 41. Retrieved December from Academic Search Premier
database.
Kritsonis, A. (2004). Comparison of change theories.
International Journal of Scholarly Academic Intellectual
Diversity, 8(1), 1 – 7. Retrieved from www.nationalforum.com.
Stripeikis, O. & Zukauskas, P. (2004). Change management – A
key factor of the learning organization in knowledge-based
economy. Management of Organizations: Systematic Research,
323 – 337. Retrieved from Ebscohost database.
Week 1 Preview of Readings, Discussions, and Assignments
Readings
1. Read the following chapters in your text, Managing
Organizational Change:
· Chapter 1: Introduction: Stories of Change
· Chapter 2: Images of Managing Change
2. Recommended Reading:
· Kee, J., & Newcomer, K. (2008, Fall). Why do change efforts
fail?. Public Manager, 37(3), 5-12. (Document ID:
1592581511).
To complete this assignment, go to this week's Assignment link
in the left navigation:
Green Mountain Resort
Read the case study: Green Mountain Resort (Dis)solves the
Turnover Problem from the end of Chapter 2. Answer the
following questions in a three page APA style paper; include
outside sources to support your answers.
a. Which of the six change images discussed in the
chapter can be identified in the assumptions about changing
turnover that were
held by:
• Gunter?
• The hospitality literature?
• The consultant?
b. How did these assumptions influence prescriptions for

21. dealing with “the turnover problem?”
c. Choose another change image and apply it to “the
turnover problem.” To what new insights does this lead?
d. What conclusions do you draw from this about the
statement at the start of the chapter that “if we only draw upon
one particular
frame, then this will take us away from thinking about
what is going on from an alternative perspective?”
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.
Managing Organizational Change: A Multiple Perspectives
Approach (EXP: 09/29/2013)
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PAY PAL –AngelMeeks123 pw
BUS661: Leading Organizational Change (MFV1314A)
Required Text
Palmer. I., Dunford, R., & Akin, G. (2009). Managing
organizational change: A multiple perspectives approach (2nd
ed.). New York, NY: McGraw-Hill. ISBN: 978-0-07-340499-8
Recommended Readings
The following articles can be found by clicking the Library link
in the left navigation bar. Select the ProQuest database from the
table and search by author last name and article title within the
database.
Büchel, B., & Moss, I. (2007, July). Using facilitation to drive
change: The change leader’s guide. Perspectives for Managers,
(150), 1-4. (Document ID: 1305556001).
Cronshaw, S., & McCulloch, A. (2008, Winter). Reinstating the
Lewinian vision: From force field analysis to organization field
assessment. Organization Development Journal, 26(4), 89-103.
(Document ID: 1599537381).
Grenny, J., Maxfield, D., & Shimberg, A. (2008, Fall). How to
have influence. MIT Sloan Management Review, 50(1), 47-
52. (Document ID: 1570723531).
Hung, D., Chen, V., & Lim, S. (2009, April). Unpacking the
hidden efficacies of learning in productive failure. Learning
Inquiry, 3(1), 1-19. (Document ID: 1894617401).
Kee, J., & Newcomer, K. (2008, Fall). Why do change efforts
fail?. Public Manager, 37(3), 5-12. (Document ID:
1592581511).
Lamm, E., Gordon, J., & Purser, R. (2010, Summer). The role

23. of value congruence in organizational change. Organization
Development Journal, 28(2), 49-64. (Document ID:
2042541661).
Maccoby, M. (2010, March/April). Learn change leadership
from two great teachers. Research Technology
Management, 53(2), 68-69. (Document ID: 1993536111).
Paquin, J., & Koplyay, T. (2007, March). Force field analysis
and strategic management: A dynamic approach. Engineering
Management Journal, 19(1), 28-37. (Document ID:
1238458261).
Sanders, M. (2010, Spring). The practice of adaptive leadership:
Tools and tactics for changing your organization and the world.
Personnel Psychology, 63(1), 255-258. (Document ID:
1980857661).
Scott, C. (2010, September). Perceptions of leadership under
conditions of environmental uncertainty. Journal of American
Academy of Business, 16(1), 30-35. (Document ID:
2040537041).
Prerequisites
BUS 661 does not have prerequisites.
Course Description
This course will blend theories of leadership with concepts and
models of organizational change. The change process consists
of a series of steps that focuses on vision, implementation,
change agents and other internal and external components. This
course provides insight into types of changes impacting
organizations and possible strategies to effectively address
those changes.
Course Design
This course will present the student with a variety of change
approaches. This course will also assist the student to connect
their experiences with change and help to highlight how to make

24. sense of those experiences and identify options for future
action.
This course has been designed for the individual student. That
does not mean that students cannot collaborate and work on
assignments as teams or groups. Indeed, collaborative efforts
should raise the level of learning synergy as one student’s
instructional efforts reinforce that individual’s learning
experience. However, the final measure of learning will be
conducted on an individual basis and by the performance of that
individual in addressing classroom activity, course assignments,
and a final paper.
Reading the text will be the primary source of formal
knowledge for each student. A student will be expected to read
each chapter as sequenced through the course. In doing so, that
student will be measured on how well the subject matter is
understood, how adept that student is at recognizing situations
in which the subject matter is at hand, translating the
recognition into a useful application of the knowledge, and
using the knowledge application to solve an organizational
leadership problem or find a solution.
Course Learning Outcomes
Upon successful completion of this course, students will be able
to:
1. Compose techniques for dealing with resistance to change in
organizations.
2. Assess the alignment between management’s views on the
need for change and those throughout the organization.
3. Assess change situations for possible consequences, both
intended and unintended.
4. Examine the different stages of change commitment and their
impact on the organization as a whole.
5. Assess the role of organizational culture in the change
process.
6. Evaluate the importance of communication in the change

25. process.
7. Evaluate organizational antecedents and how change impacts
them.
Course Map
The course map illustrates the careful design of the course
through which each learning objective is supported by one or
more specific learning activities in order to create integrity and
pedagogical depth in the learning experience.
LEARNING OUTCOME
WEEK
ASSIGNMENT
1. Compose techniques for dealing with resistance to change in
organizations.
1
2
3
5
6
6
· Green Mountain Resort
· Nestlé
· Change at DuPont
· Toxic Handlers
· Productive Failure
· Organizational Change Report
2. Assess the alignment between management’s views on the
need for change and those throughout the organization.
2
2
3
5
6
6
· Change Rationales

26. · Force Field Analysis
· Nestlé
· British Airways
· Change Leader
· Organizational Change Report
3. Assess change situations for possible consequences, both
intended and unintended.
1
1
3
3
5
6
· Change Stories
· Green Mountain Resort
· Change Intervention
· Preventing Resistance
· Tyco
· Organizational Change Report
4. Examine the different stages of change commitment and their
impact on the organization as a whole.
2
3
4
5
6
· Force Field Analysis
· Nestlé
· The Vision "Wow" Factor
· Toxic Handlers
· Organizational Change Report
5. Assess the role of organizational culture in the change
process.
1
3
3

27. 5
6
· Green Mountain Resort
· Change Intervention
· Preventing Resistance
· Tyco
· Organizational Change Report
6. Evaluate the importance of communication in the change
process.
3
4
5
5
6
· Change Intervention
· British Airways
· Restructuring
· Tyco
· Organizational Change Report
7. Evaluate organizational antecedents and how change impacts
them.
2
3
3
4
5
6
· Force Field Analysis
· Change Intervention
· Preventing Resistance
· British Airways
· Tyco
· Organizational Change Report

28. Institutional Outcomes
Graduates of Ashford University:
1. Demonstrate the ability to read and think critically and
creatively;
2. Demonstrate the ability to communicate effectively in speech
and in writing;
3. Demonstrate the ability to communicate effectively through
the use of technology;
4. Demonstrate an understanding of the various forms of
diversity;
5. Demonstrate an understanding of the interdependence among
living beings, the environment and humanly-created systems;
6. Demonstrate competence in their major fields of study;
7. Demonstrate an understanding of service directed at meeting
the needs of others;
8. Demonstrate the ability to draw information from different
fields of study to make informed decisions; and
9. Develop skills and abilities that provide for lifelong learning.
Mission Statement
The mission of Ashford University is to provide accessible,
affordable, innovative, high-quality learning opportunities and
degree programs that meet the diverse needs of individuals
pursuing integrity in their lives, professions, and communities.
Readings
Read the following chapters in your text, Managing
Organizational Change:
1. Chapter 1: Introduction: Stories of Change
2. Chapter 2: Images of Managing Change
Recommended Reading
The following articles can be found by clicking the Library link

29. in the left navigation bar. Select the ProQuest database from the
table and search by author last name and article title within the
database
1. It is recommended that you read the following article to
gain further understanding of organizational change efforts and
failures:
a. Kee, J., & Newcomer, K. (2008, Fall). Why do change
efforts fail?. Public Manager, 37(3), 5-12. (Document
ID:1592581511).
Post Your Introduction
To post your introduction, go to this week's Post Your
Introduction link in the left navigation.
Please post a brief bio on the first day of class. Respond to at
least three of your classmates' bios. Use this forum to get
acquainted and for ongoing non-content related discussions.
Looking for long term Masters Tutor that has taken this
ASHFORD Course and has great ratings. Looking for
plagiarism free work and not interested in paying outside this
Student of Fortune SYSTEM. Need quote-open to price that is
fair MUST HAVE BOOK!!!
BUS661: Leading Organizational Change (MFV1314A)
Required Text
Palmer. I., Dunford, R., & Akin, G. (2009). Managing
organizational change: A multiple perspectives approach (2nd
ed.). New York, NY: McGraw-Hill. ISBN: 978-0-07-340499-8
Discussions
To participate in the following Discussion Forums, go to this
week's Discussion link in the left navigation:
1. Change Initiatives
Find an article that identifies at least one reason why

30. organizational change initiatives fail in organizations.
Summarize the article then present your opinion. Be sure to
provide a complete APA citation of the article. Respond to at
least two of your classmates" postings.
2. Change Stories
Briefly reflect upon an important change you have experienced
in your life. Compare your change to the change stories from
the beginning of Chapter 1.Compare the change stories from the
beginning of Chapter 1. Answer the following questions and
respond to at least two of your classmates' postings.
· What are the common issues across each story?
· What are the differences?
· Of the change "lessons" outlined in Table 1.1, which of these
are present in these stories? Which are absent? What are the
implications of this?
· Are there other "lessons" embedded in the stories for future
changes for/to the companies?
· What three key conclusions do you draw from these stories
about managing change? What lessons are embedded in these
stories that you can apply to future changes you may face?
Assignments
To complete this assignment, go to this week's Assignment link
in the left navigation:
Green Mountain Resort
Read the case study: Green Mountain Resort (Dis) solves the
Turnover Problem from the end of Chapter 2. Answer the
following questions in a three page APA style paper; include
outside sources to support your answers.
a. Which of the six change images discussed in the
chapter can be identified in the assumptions about changing
turnover that were
held by:
• Gunter?
• The hospitality literature?

31. • The consultant?
b. How did these assumptions influence prescriptions for
dealing with “the turnover problem?”
c. Choose another change image and apply it to “the
turnover problem.” To what new insights does this lead?
d. What conclusions do you draw from this about the
statement at the start of the chapter that “if we only draw upon
one particular
frame, then this will take us away from thinking about
what is going on from an alternative perspective?”
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.
Response to Rennessa
Maslow’s hierarchy of theory is more apt for identifying
the needs stage at which a customer presently is. This is most
beneficial for marketers while identifying the customer segment
for their product.
If the product of the company is such that it satisfies the
social recognition needs of the individual such as a premium
car, the company would have to target the customer that are
presently at the level of esteem. Similarly, a company selling
spiritual products would target the customers that are at the
level of self-actualization. Good Post!
Regards,
Michael M.
Response to Whitney
The cognitive theory of motivation is probably the most
complex theory for marketers to implement for understanding
the consumer behavior. It involves so many elements of the
motivation such as customers past experiences, beliefs and
attitudes that impact the customer buying behavior.
The marketer using this theory would need to formulate
a model to comprehend the levels of customer’s motivation on
the buying behavior. I enjoyed your post.

32. Regards,
Michael Meeks
Using the text and/or additional articles from the Ashford online
library, discuss a minimum of two personality theories and
evaluate the implication upon consumer behavior. Support your
position in a minimum of 200 words. Respond to at least two of
your classmates’ posts.
Response to Anderson
Psychoanalytic theory of personality doesn’t impact the
consumer behavior as the whole. Though there are certain
aspects of the purchase behavior that this theory might impact,
there remain several consumer behaviors that are not related to
biological drives.
I would say that somewhere between the psychoanalytic
theory of personality and Maslow’s hierarchy of needs would
address the impact of the basic needs of the individuals on the
consumer behavior. Good post!
Regards,
Michael M.
Response to Whitney
The Neo-Freudian theorists considering the impact of
social relationships on the consumer behavior were the most
influential. The impact of same groups and in-groups of the
customer on the purchase behavior is a well-known fact that is
used by marketers while promoting the products.
The social surroundings and relationships of the
customers influence them to make certain purchases that are not
even required by them. Good Post!
Regards,
Michael M.
Week 1 Objectives
· Explore the reasons that change initiatives fail within
organizations.
· Develop techniques to manage resistance to organizational

33. change.
· Discuss the differences and similarities in change stories.
· Identify key lessons that can be applied to future change
initiatives.
· Analyze an organizational change case.
Greiner’s (1998) study is widely recognized throughout the
organizational growth/development literature addressing
organizational life cycle. Greiner argued that organizations
advance from entrepreneurial activities (innovation and
creativity) at the earliest stage of development. Organizations
then move beyond the first stage of the life cycle only after
overcoming some crisis of leadership which requires
organizational change. Katz and Gartner (1998) agree with this
assertion and contend that “organizations emerge from the
interaction of agents (individual, partners, groups, parent
organizations, etc.) and the environment” (p. 430). Greiner’s
model which begins with entrepreneurial activities in stage one,
move to stage two – growth through direction where the
management dilemma is organizational autonomy. In Greiner’s
third stage – growth through delegation the management
dilemma facing the organization is a lack of consistency or
integration of organizational goals. The fourth stage – growth
through coordination depicts the management dilemma in a
somewhat positive frame where learning and adapting to change
take place. The final stage – growth through collaboration is the
result of the bureaucracies created by the restructuring that took
place at stage four. The result of moving to stage five is
organizational flexibility and agility (Quinn and Cameron,
1983). Through each of these stages the challenges confront
those responsible for the growth of an organization. In terms of
entrepreneurship, how these challenges are resolved may
ultimately determine if the entrepreneurial venture continues to
grow.
Although there is a significant body of literature addressing the
concept of organizational change (Callaly and Arya, 2005),

34. “change is a relatively recent management topic everywhere in
the world.” (Stripeikis and Zukauskas, 2004, p. 328) While the
study of change covers a very broad scope of issues in the
social sciences, change is one of the most recognized challenges
facing leaders of organizations today (Stripeikis and Zukauskas,
2004). Organizations are always being affected by change to
some degree; whether change is a positive or negative force
within the workplace is determined by the organization’s
preparation for, and response to, the changes it encounters. This
is an especially critical in the field of entrepreneurship where
much of the research has focused upon change within more
established organizations rather than the process through which
organizations are created (Katz and Gartner, 1988).
Perhaps the most influential scholar of modern times in the
discipline of change theory is Kurt Lewin. Recognizing that
change is often a planned event, Lewin advanced the theory that
organizational change occurs in three stages: unfreezing,
moving, and refreezing (Callaly and Arya, 2005). Further,
Lewin suggested three ways that organizational change may be
accomplished: by changing the individuals in the organization,
changing organizational structures and systems, and changing
the organizational climate (Stripeikis and Zukauskas, 2005).
Bruhn (2004) contends that some change is self-created, and
some change is created by other people or events. In either
situation, change will result in further change, and it will occur
at the same time it is being discussed by those in positions to
manage change.
To further understand the process of change Lewin’s three
stages of organizational change will be explained briefly. The
first stage, unfreezing, represents the upsetting of the balance in
the organization or the status quo. This provides the opportunity
for change to take place. The second stage, moving, is the
implementation of change. In this stage members in the
organization, though the series of changes previously

35. mentioned, are moved to the new or desired level of
equilibrium. It is within this phase that leaders or managers of
change will face the greatest resistance. Callaly and Arya
(2005) agree that resistance to change should be expected when
change is imposed. The final stage, refreezing, occurs when the
implementation of change has been carried out and reinforced.
The reinforcing of change will reduce the likelihood that
members of the organization will revert to the previous
structures and processes that were in place prior to change.
Lewin’s model of change illuminates the effects of the driving
forces that promote change as well as the forces that oppose
change. In this perspective, when one force is greater than the
other, change will occur. (Kritsonis, 2004)
References
Bruhn, J. (2004). Leaders who create change and those who
manage it. The Health Care Manager, 23(2), 132 – 140.
Retrieved from Ebscohost database.
Callaly, T., & Arya, D. (2005). Organizational change
management in mental health. Australasian Psychiatry, 13(2),
120 –123. Retrieved from ProQuest database.
Greiner, L. (1998). Evolution and revolution as organizations
grow. Harvard Business Review, 50(4), 55 - 67. Retrieved from
Academic Search Premier database.
Katz, J., & Gartner, W. (1988). Properties of Emerging
Organizations. Academy of Management Review, 13(3), 429 –
41. Retrieved December from Academic Search Premier
database.
Kritsonis, A. (2004). Comparison of change theories.
International Journal of Scholarly Academic Intellectual
Diversity, 8(1), 1 – 7. Retrieved from www.nationalforum.com.
Stripeikis, O. & Zukauskas, P. (2004). Change management – A
key factor of the learning organization in knowledge-based
economy. Management of Organizations: Systematic Research,
323 – 337. Retrieved from Ebscohost database.

36. Week 1 Preview of Readings, Discussions, and Assignments
Readings
1. Read the following chapters in your text, Managing
Organizational Change:
· Chapter 1: Introduction: Stories of Change
· Chapter 2: Images of Managing Change
2. Recommended Reading:
· Kee, J., & Newcomer, K. (2008, Fall). Why do change efforts
fail?. Public Manager, 37(3), 5-12. (Document ID:
1592581511).
To complete this assignment, go to this week's Assignment link
in the left navigation:
Green Mountain Resort
Read the case study: Green Mountain Resort (Dis)solves the
Turnover Problem from the end of Chapter 2. Answer the
following questions in a three page APA style paper; include
outside sources to support your answers.
a. Which of the six change images discussed in the
chapter can be identified in the assumptions about changing
turnover that were
held by:
• Gunter?
• The hospitality literature?
• The consultant?
b. How did these assumptions influence prescriptions for
dealing with “the turnover problem?”
c. Choose another change image and apply it to “the
turnover problem.” To what new insights does this lead?
d. What conclusions do you draw from this about the
statement at the start of the chapter that “if we only draw upon
one particular
frame, then this will take us away from thinking about
what is going on from an alternative perspective?”
Carefully review the Grading Rubric for the criteria that will be

37. used to evaluate your assignment.
Managing Organizational Change: A Multiple Perspectives
Approach (EXP: 09/29/2013)
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