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Session Descriptions-MACH

Our approach forces you to delve deeply into the complex subject of how to make change happen.

Our Strategy

Our sessions are interesting, energizing, and challenging. Here’s what to expect:

Faculty members standing and participating in one-on-one activities during MACH

Personalities– During this session, participants will:

  • Differentiate between four general personality styles.
  • Identify the relative strengths of the four types in their own personality.
  • Experience ways in which different personality types approach tasks.
  • Create a persuasive communication regarding their proposed change that deliberately targets each personality type.

Identities and Cultures– During this session, participants will:

  • Identify three core components of their personal identity and academic identity.
  • Describe how their identity influences assumptions and behaviors.
  • Identity the micro-cultures that combine to shape their identity.
  • Illustrate how their identity is connected to their proposed change.

Cultures and Conversations– During this session, participants will:

  • Predict areas of conflict or support regarding their proposed change given the identities and micro-cultures of others.
  • Identify key aspects of their proposed change that are likely to be palatable across relevant cultures and personality types.

The Elevator Pitch– During this session, participants will:

  • Identify the components of and criteria for an effective ‘elevator pitch’.
  • Create a brief ‘pitch’ for their proposed change.

Building Teams– During this session, participants will:

  • Identify key behaviors of different stages of team development.
  • Identify five characteristics of effective teams.
  • Generate strategies to encourage interpersonal interactions that build effective teams.
  • Generate ideal team rosters – both tactical and strategic – for their proposed change.
  • Identify real people who could fill in the ideal rosters.

Difficult conversations– During this session, participants will:

  • Classify the components and subtexts that define a ‘difficult conversation’.
  • Assess the likelihood of difficult conversations in their own institutions, and analyze the stakes of those conversations for their own and others’ identities.
  • Choose and apply conversational strategies, including Acknowledgment, Paraphrase, Me-Me-And, and You-Me-And to model difficult conversations about their proposed change.

Buy-In– During this session, participants will:

  • Anticipate likely non-substantive objections to their proposed change.
  • Identify common arguments against change in general.
  • Verbalize responses to several common non-substantive arguments, in the context of their proposed change.

Partnerships– During this session, participants will:

  • Identify key characteristics of successful partnerships.
  • Compare and contrast partnerships with teams.
  • Create a list of potential partnerships that could help them improve influence or strengthen resources related to their proposed change.
  • Develop a plan to cultivate at least one strategic partnership, and justify its strategic nature.

Change Simulation (KEEN)– During this session, participants will:

  • Experience a highly interactive exercise.
  • Practice integrating all aspects of the MACH curriculum.
  • Identify strengths and weaknesses in implementing academic innovation projects (in terms of Curiosity, Making Connections, and Creating Value).
  • Identify strategies that can help them execute their academic innovation project.

Risks– During this session, participants will:

  • Identify risks associated with undertaking their proposed change.
  • Classify risks according to their likely probability and severity of consequence.
  • Create strategies to mitigate the most severe/probable risks.

Engines and Anchors– During this session, participants will:

  • List attributes, resources, people, etc. that will likely positively or negatively influence the proposed project.
  • Identify and describe root causes of the likely negative influences.
  • Reflect on which objections most threaten a successful change.
  • Identify positive aspects of the likely negative influences.
  • Revise SMART goals.

Action Plan– During this session, participants will:

  • Develop an Action Plan and a project management timeline of tasks and goals based on the activities conducted in this workshop overall. Plans will include team building, partnerships, critical conversations, influence, etc.

The Final Pitch– During this session, participants will:

  • Deliver a polished elevator pitch regarding their proposed change to the assembled participants and facilitators.
Julia Williams

Julia Williams is Professor of English for the Department of Humanities, Social Sciences and the Arts. Williams previously served as Interim Dean of Cross-Cutting Programs and Emerging Opportunities (CCPEO) as well as the Executive Director of Institutional Research, Planning and Assessment (IRPA). She has served as president of the Institute of Electrical and Electronic Engineers’ Professional Communications Society. She received the Rose-Hulman Board of Trustees Outstanding Scholar Award for creating and implementing the RosE Portfolio System, an online portfolio assessment tool. She also helps organize Rose-Hulman’s annual Making Academic Change Happen (MACH) conference and the campus leadership program. Williams received her bachelor’s degree from Trinity University and her master’s and Ph.D. degrees from Emory University.

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Contact Us

Office of Institutional Research, Planning and Assessment
Myers Hall 240
Rose-Hulman Institute of Technology
5500 Wabash Avenue
Terre Haute, Indiana 47803
Phone: 812-877-8131
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