Executive educators have access to multiple theories and materials helping them create and teach courses on change management. In executive education customized programs on change are expected to support senior leaders in driving change efforts in their organizations. However, with change being a cognitively and emotionally charged topic, sometimes personally affecting the participants, it may be difficult to go beyond an intellectual discussion on change and move to active experimentation within the boundaries of an executive program. This exercise offers an opportunity to experiment with the topics of change allowing the participants to clarify their personal stand vis-à-vis the change initiative in the organization and, if needed, develop their own action steps in forming their position. The exercise is suitable for customized executive education programs. It can also be used in open-enrollment executive programs, with mature Master’s-level students, in executive coaching, and in senior leadership retreats and change strategy sessions.
AndrewsJ.CameronH.HarrisM. (2008). All change? Managers’ experience of organizational change in theory and practice. Journal of Organizational Change Management, 21(3), 300–314. https://doi.org/10.1108/09534810810874796
2.
AvolioB.MariamM.BrachtE. M.GunawanA. (2025). Multi-level model of organizational change: Transition of self-concepts & strategic action across change states. Academy of Management Proceedings, 1, 22911. https://doi.org/10.5465/AMPROC.2025.478bp
3.
BallK. (2024). The ADKAR advantage: Your new lens to successful change. Independently Published.
EganG.ReeseR. J. (2023). The skilled helper: A client-centered approach (4th EMEA ed.). Cengage Learning EMEA.
6.
Florent-TreacyE. D. (2023). Experiential domains in executive education: A systems-psychodynamic approach to teaching organizational change leaders [PhD thesis, Vrije Universiteit]. https://doi.org/10.5463/thesis.114
7.
FordJ. D.FordL. W.D’AmelioA. (2008). Resistance to change: The rest of the story. Academy of Management Review, 33(2), 362–377. https://doi.org/10.5465/amr.2008.31193235
HeifetzR. A. (1994). Leadership without easy answers. Harvard University Press.
10.
HeifetzR. A.GrashowA.LinskyM. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.
11.
HeifetzR. A.LinskyM. (2017). Leadership on the line: Staying alive through the dangers of change (with new preface). Harvard Business Press.
Kets de VriesM. F. R.KorotovK. (2007). Creating transformational executive education programs. Academy of Management Learning & Education, 6(3), 375–387. https://doi.org/10.5465/amle.2007.26361627
14.
KolbD. A. (1984). Experience as the source of learning and development. Prentice Hall.
15.
KorotovK. (2016). Executive education from the participant’s point of view. In de VriesM. F. R. K.KorotovK.Florent-TreacyE.RookC. (Eds.), Coach and Couch: The psychology of making better leaders (pp. 106–118). Palgrave Macmillan. https://doi.org/10.1007/978-1-137-56161-9_7
16.
KorotovK. (2025). Do we have a future here? (Case Study, HBSP Product ES2051-PDF-ENG).
17.
KorotovK.KaganerE. (2025). Teaching executive education. Edward Elgar Publishing.
18.
KorotovK.MuellerU.SchaeferU. (2009). Do you really think we are so stupid? A letter to the CEO of Deutsche Telekom (A) (Case Study, HBSP Product ES1001-PDF-ENG).
19.
KotterJ. P. (1995). Why transformation efforts fail. Harvard Business Review, 73(2), 59–67.
20.
KotterJ. P.AkhtarV.GuptaG. (2021). Change: How organizations achieve hard-to-imagine results in uncertain and volatile times. Wiley.
21.
LongS. F. (2004). Really . . . why do executives attend executive education programmes?Journal of Management Development, 23(8), 701–714. https://doi.org/10.1108/02621710410549567
22.
MargolisJ. D.MolinskyA. (2008). Navigating the bind of necessary evils: Psychological engagement and the production of interpersonally sensitive behavior. Academy of Management Journal, 51(5), 847–872. https://doi.org/10.5465/amj.2008.34789639
23.
MuellerU.SchaeferU.GrasselliN. (2021). Lea block at Seuzach AG: Initiating digital transformation (Case Study, HBSP Product ES1901-PDF-ENG).
24.
OregS.BersonY. (2019). Leaders’ impact on organizational change: Bridging theoretical and methodological chasms. Academy of Management Annals, 13, 272–307. https://doi.org/10.5465/annals.2016.0138
ParkerP.HallD. T.KramK. E. (2008). Peer coaching: A relational process for accelerating career learning. Academy of Management Learning & Education, 7(4), 487–503. https://doi.org/10.1177/0021886315573270
27.
ParkerP.HallD. T.KramK. E.WassermanI. C. (2018). Peer coaching at work: Principles and practices. Stanford Business Books.
28.
ParksS. D. (2005). Leadership can be taught: A bold approach for a complex world. Harvard Business School Press.
29.
PetriglieriG.PetriglieriJ. L. (2010). Identity workspaces: The case of business schools. Academy of Management Learning & Education, 9(1), 44–60. https://doi.org/10.5465/AMLE.2010.48661190
30.
RobertsonK.HannahD.LautschB. (2024). Harm, then good? How work meaningfulness emerges from doing harm. Journal of Management Studies, 61, 2437–2466. https://doi.org/10.1111/joms.12986
