Module Guide - files.transtutors.com viewModule Guide - files.transtutors.com

Lord Ashcroft International Business School

Module Title: Organisational Change Management

Department:

Leadership and Management

Module Code: MOD003478 Level: 6Academic Year: 2014/15 Semester/Trimester: Two

Contents

1. Key information, Introduction to the Module and Learning Outcomes.............................................................................................11.1 Key Information....................................................................................................................................................................11.2 Introduction to the Module...................................................................................................................................................11.3 Learning Outcomes...............................................................................................................................................................1

2. Employability Skills in this Module.....................................................................................................................................................23. Outline Delivery and Reading Lists @ Anglia......................................................................................................................................2

3.1 Outline Delivery....................................................................................................................................................................23.2 Reading List and Learning Resources....................................................................................................................................3

4. Assessment on this Module...............................................................................................................................................................34.1 Assessment Information and Marking Criteria......................................................................................................................4

4.1.1 Element 010 – Assignment/Presentation/In class test/Etc..........................................................................................4Marking Criteria for Element 010 – Assignment/Presentation/In class Test/Etc...................................................................54.1.2 Element 011 – Assignment/Presentation/In class Test/Etc.........................................................................................6Marking Criteria for Element 011 – Assignment/Presentation/In class Test/Etc...................................................................7

4.2 Re-assessment Information...................................................................................................................................................84.2.1 Re-assessment for Element 010 – Assignment/Presentation/In class Test/Etc...........................................................84.2.2 Re-assessment for Element 011 - Assignment/Presentation/In class Test/Etc............................................................8

Module Guide

1. Key information, Introduction to the Module and Learning Outcomes1.1 Key Information

Module title: Organisational Change ManagementModule Leader: Dr Lloyd GrayChelmsford Campus Lord Ashcroft Building Room: MAB301Extension: 6836Email: [email protected] Tutors:External Examiner and Institution:

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:

the Virtual Learning Environment (VLE) the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. An extract of the Academic Regulations, known as the Assessment Regulations, is available at this website too (all new students will have received a printed copy as part of their welcome pack).

In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

1.2 Introduction to the ModuleThis module provides the opportunity for learners to engage with, and explore, some of the practical challenges arising from planned and unplanned change in contemporary work organisations. The module is designed for learners to understand why change happens, how change happens and what needs to be done to make change a more welcoming concept. The module focuses upon on individual, team and organisational change. The module explores how different types of change whether departmental, divisional or whole organisational change affect and impact upon the people on the receiving end - individual human beings. Therefore, the module emphasizes that without looking at the implications of change on individuals we can never really hope to manage change effectively. Accordingly, this module complements the Level 3 Sustainable Management Futures module

In addition, one of the themes of organisational life over recent years has been the ascendancy of the team. Much of today’s work is organised through teams and requires team collaboration and team working for it to succeed. A thread running through the module will be the crucial role of leadership. If management is all about delivering on current needs, then leadership is all about inventing the future. The module focuses upon the importance of effective leadership arising throughout.

Learners will be encouraged to make sense of the changes that they might undergo, initiate and implement in the workplace. Learners will also be encouraged to make sense of, and apply the ideas, concepts and theories from the academic literature on organisational change in analysis of organisational change.

Page 1

Module Guide

The module aims for learners to become aware of the practical difficulties of managing and coping with organisational change; and also to consider how effective workplace change might be achieved by individuals, teams and organisations.

Assessment is by way of three separate patches (1,000 words) on three different and specific subject topics using set literature.

Each 1,000 patch will address a specific question relating to a specific topic.

Learning Outcomes

This module, like all modules at Anglia Ruskin, is taught on the basis of achieving intended learning outcomes. On successful completion of the module, the student will be expected to be able to demonstrate the following:

7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and understanding

1 Understand the practices and leadership behaviours that are required to participate in, and effectively respond to, change and challenges in the workplace

2 Consider the practical difficulties and challenges arising from planned and unplanned change

Intellectual, practical, affective and transferable skills

3. Evidence heightened personal understanding of change in relation to workplace participation.

4. Demonstrate critical analysis through engagement with practical difficulties of managing

organizational change

The assessment is based on meeting these learning outcomes, shown explicitly in section 4, where the assessment task is linked to these learning outcomes.

2. Employability Skills in this ModuleIt is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:

Page 2

SKILL Skills acquired in this module

Communication (oral) x

Communication (written) x

Commercial Awareness x

Cultural sensitivity

Customer focus

Data Handling

Decision making x

Enterprising

Flexibility

Initiative x

Interpersonal Skills

Leadership/Management of others x

Networking

Organisational adaptability

Project Management

Problem Solving and analytical skills x

Responsibility x

Team working

Time Management x

Other

Module Guide

3. Outline Delivery and Reading Lists @ Anglia3.1 Outline DeliveryThe table below indicates how the module will be delivered. However, this schedule is indicative and may be subject to change.

Week

Lecture Seminar/Workshop Student-managed Learning

1 Organizations and their changing environments

Change game experiential activity

Senior and Swailes chap. 1, chap. 9

2 The nature of organizational change

Patch 1 Senior and Swailes chap.2, chap. 9

3 Organizational structure, design and change

Patch 1 Senior and Swailes, chap. 3

4 Strategies for managing change

Patch 1 Senior and Swailes, chap. 7 - 8

5 Cultural change Patch 2 Senior and Swailes, chap 46 Politics of change Patch 2 Senior and Swailes, chaps 57 Resistance to change Patch 2 Senior and Swailes, chap. 5- 68 Management of change Patch 3 Senior and Swailes chap.69 Leadership and change Patch 3 Senior and Swailes chap. 610 Change management and

change leadershipPatch 3 Senior and Swailes, chap.9

11 Assignment workshop Patches 1-3 See assessment information 4.1.1 12 Assignment workshop Patches 1-3 See assessment information 4.1.1

3.2 Reading List and Learning ResourcesThe reading list and learning resources for this module are available on Reading Lists at Anglia, you can access the reading list for this module on the module VLE site.

4. Assessment on this ModuleThe assessment for this module consists of one final submission dates for elements of assessment vary.

Element Type of assessment Word or time

limit

% of Total Mark

Submission method Final Submission Date

010 Patch 1How and why do middle managers support and resist strategic change?

Patch 2Why do models of

planned change not bring about cultural change?

Patch 3How do leadership

1,000

1,000

40

30

Quick Guide to Submitting on

Turnitin®UK GradeMark

Turnitin®UK Grademark

Friday May 8th – 2pm

Page 3

Module Guide

behaviours positively and negatively impact upon

employee commitment to organisational change?

1,000 30

All forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. Any late work will NOT be considered and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work (excluding exams).

Page 4

Module Guide

4.1 Assessment Information and Marking CriteriaThree separate patches (1,000 words) on three different and specific subject topics using set literature.

Each 1,000 patch will address a specific question relating to a specific topic

4.1.1 Element 010 – Patch questions You must answer each of the following three questions. You must at the very least read and use the following three journal articles, and course text book, to

complete your answer to each question. All journal articles are available to access and download from the library peer- reviewed journal

databases http://libweb.anglia.ac.uk/ You are encouraged to use wider reading, in addition to this mandatory reading, to complete your

answer to each question.

Questions:

1: How and why do middle managers support and resist strategic change? 1,000 words (40%)

Minimum mandatory reading

Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall

Conway, E. and Monks. K. (2011) Change from below: the role of middle managers in mediating paradoxical change. Human Resource Management Journal, 21(2): 190-203.

McCann, L., Morris, J. and Hassard, J. (2008) "Normalized Intensity: The New Labour Process of Middle Management." Journal of Management Studies 45(2): 343-371

Sharyn E. Herzig and Nerina L. Jimmieson, (2006) "Middle managers' uncertainty management during organizational change", Leadership and Organization Development Journal, 27 (8): 628 - 645

2: Why do models of planned change not bring about cultural change?

Minimum mandatory reading

Senior, B. and Swailes, S. (2010). Organizational Change. 4th Ed, Harlow: FT Prentice Hall

Burnes, B. (2004) "Emergent change and planned change – competitors or allies?: The case of XYZ construction", International Journal of Operations and Production Management, 24(9): 886 – 902.

Harris, L. C. and Ogbonna, E. (2002) The Unintended Consequences of Culture Interventions: A Study of Unexpected Outcomes. British Journal of Management, 13(1): 31–49.

Smollan R. and Sayers J. G. (2009) Organizational Culture, Change and Emotions: A Qualitative Study. Journal of Change Management. 9 (4): 435-457.

3: How do leadership behaviours positively and negatively impact upon employee commitment to organisational change? 1,000 words (30%)

Minimum mandatory reading

Senior, B. and Swailes, S. (2010). Organizational Change. 4th Ed, Harlow: FT Prentice Hall

Gill, R. (2003). Change management or change leadership. Journal of Change Management, 3(4), 307–318

Lundy, V. and Morin, P.-P. (2013), Project Leadership Influences Resistance to Change: The Case of the Canadian Public Service. Project Management Journal, 44 (3): 45–64

Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian Journal of Management, 27(3): 322-331.

Page 5

Module Guide

Mark Learning Outcome

1. Patch 1 - strategic change 40% 1,2,4

2. Patch 2 - culture change 30% 1-4

3. Patch 3 - leading change 30% 1-3

TOTAL MARKS: 100%

Turnitin®UK Grademark assignments

This assignment is submitted online via Turnitin® Grademark, there is information on preparing your assignment at: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Preparing%20my%20Assignment.aspx

Information on submitting your assignment must be read and guidelines adhered to, please ensure you read: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Quick-Start.aspx

The direct link to Turnitin® UK Grademark is: http://www.submit.ac.uk

Hard copy assignments (Associate College partners)

This assignment is submitted via hard copy at office/location at your college. Academic staff CANNOT accept work directly from you. If you decide to submit your work by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised.

Page 6

Module Guide

Marking Criteria for Element 010 – Patch work assignment 99 89 79 69 59 49 39 29 19 09

40%

1: How, why and in what ways do middle managers support and resist strategic change? -

Exceptional information base applied to critically evaluate and answer the question. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies. Exceptional study skills and use of learning resources. Deep learning evident

Outstanding information base applied to critically evaluate and answer the question. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies. Outstanding study skills and use of learning resources. Deep learning evident

Excellent knowledge base applied to critically evaluate and answer the question. Theory and concepts and examples applied with extremely good originality and autonomy. Minor logical inconsistencies evident which merit need for further development. Excellent study skills and use of learning resources. Deep learning evident

Good knowledge base applied to demonstrate some good critical evaluation and answer the question. Theory and concepts and examples applied with some good originality and autonomy. Some logical inconsistencies evident which merit need for further development. Good study skills and use of learning resources. Deep learning is evident

Satisfactory knowledge base applied to demonstrate some possible critical evaluation to answer the question. Theory and concepts use requires development. . Major logical inconsistencies evident which merit need for further significant development. Satisfactory study skills and use of learning resources. Some deep learning evident

Basic knowledge used applied to consider and answer the question. Theory and concepts use requires further development. Major significant inconsistencies evident which merit need for further significant development. Basic study skills and use of learning resources. Surface learning is evident

Limited knowledge used demonstrates ineffective answer to the question. Little analysis and explanation evident. Theory and concepts use requires further development. Major significant inconsistencies evident which merit need for further significant development. Weak study skills. Surface learning is evident.

Little evidence of a knowledge used to consider or answer the question. Theory and concepts use problematic. and further development. Major significant inconsistencies evident which merit need for further significant development. Weak study skills. Surface learning is evident.

Inadequate knowledge base used demonstrate no analysis of, and answer to, the question. Theory and concepts use requires problematic. . Major and significant inconsistencies evident which merit need for further significant development Weak study skills. Surface level learning.

No knowledge base used. No answer to the question. Theory and concepts use problematic. Major significant inconsistencies evident which merit need for further significant development. Weak study skills. Surface level learning evident.

30%

2: Why do models of planned change not bring about cultural change?

Exceptional information base critically evaluates and answers the question.Original Insights evident throughout demonstrate advanced evaluation with no inconsistencies evident. Exceptional study skills and use of

Outstanding information base critically evaluates and answers the question. . Original Insights evident throughout demonstrate advanced evaluation with no inconsistencies evident. Outstanding study skills and use of

Excellent information base critically evaluates and answers the question. Original Insights evident throughout demonstrate advanced evaluation with some very minor inconsistencies evident. Excellent study skills and use

Good knowledge base critically evaluates and answers the question. Original Insights evident in places Demonstrates some advanced evaluation with some minor inconsistencies evident. Good study skills and use of

Satisfactory knowledge base used to provide some evaluation of, and answer to the question. Rare original Insights evident in places major inconsistencies evident. Satisfactory study skills and use of learning resources.

Basic knowledge base used to provide some possible evaluation of, and answer to the question. Possible original Insights are evident in places major inconsistencies evident throughout.. Weak study skills

Limited knowledge base used to provide some possible evaluation of, and answer to the question. No original Insights are evident. Major inconsistencies evident throughout.. Weak study skills and use of learning resources. Surface learning is evident.

Little evidence of a knowledge base used to any answer to the question. No original Insights are evident. Major inconsistencies evident throughout.. Weak study skills and use of learning resources. Surface learning is evident. No deep learning is evident.

Inadequate knowledge base used. No justifiable answer to the question provided. No original Insights are evident. Major inconsistencies evident throughout. Weak study skills and use of learning resources. Surface learning is evident. No deep learning is

No evidence of a knowledge base used. No answer to the question provided. No original Insights are evident. Major inconsistencies evident throughout. Weak study skills and use of learning resources. Surface learning is evident. No deep learning is

Page 7

Module Guide

learning resources. Deep learning evident

learning resources. Deep learning evident

of learning resources. Deep learning evident

learning resources. Deep learning is mainly evident. Minor surface learning is also evident.

Mainly surface learning is evident. Minor deep learning is evident.

and use of learning resources. Surface learning is evident. No deep learning is evident.

No deep learning is evident.

evident. evident.

30%

How do leadership behaviours positively and negatively impact upon employee commitment to organisational change? 1,000 words (30%)

Exceptional information base applied to critically evaluate and answer the question. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies

Exceptional study skills and use of learning resources. Deep learning evident

Outstanding information base applied to critically evaluate and answer the question. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies. Outstanding study skills and use of learning resources. Deep learning evident

Excellent knowledge base applied to critically evaluate and answer the question. Theory and concepts and examples applied with extremely good originality and autonomy. Minor logical inconsistencies evident which merit need for further development. Excellent study skills and use of learning resources. Deep learning evident

Good knowledge base applied to demonstrate some good critical evaluation and answer the question. Theory and concepts and examples applied with some good originality and autonomy. Some logical inconsistencies evident which merit need for further development. Good study skills and use of learning resources. Deep learning is evident

Satisfactory knowledge base applied to demonstrate some possible critical evaluation to answer the question. Theory and concepts use requires development. . Major logical inconsistencies evident which merit need for further significant development. Satisfactory study skills and use of learning resources. Some deep learning evident

Basic knowledge used demonstrate

applied to consider and answer the question.

Theory and concepts use requires further development. Major significant inconsistencies evident which merit need for further significant development. Basic study skills and use of learning resources. Surface learning is evident

Limited knowledge used demonstrates ineffective answer to the question. Little analysis and explanation evident. Theory and concepts use requires further development. Major significant inconsistencies evident which merit need for further significant development. Weak study skills. Surface learning is evident.

Little evidence of a knowledge used to consider or answer the question. Theory and concepts use problematic. and further development. Major significant inconsistencies evident which merit need for further significant development. Weak study skills. Surface learning is evident.

Inadequate knowledge base used demonstrate no analysis of, and answer to, the question. Theory and concepts use requires problematic. . Major and significant inconsistencies evident which merit need for further significant development Weak study skills. Surface level learning.

No knowledge base used. No answer to the question. Theory and concepts use problematic. Major significant inconsistencies evident which merit need for further significant development. Weak study skills. Surface level learning evident.

Page 8

Module Guide

4.2 Re-assessment Information You are required to complete a re-sit assessment for this module, please ensure you are aware of the assessment (and the date if an exam or in-class test) as it will be different to the original assessment.

4.2.1Re-assessment for Element 010 – Patch You must answer each of the following three questions. You must at the very least read and use the following three journal articles, and course text book, to

complete your answer to each question. All journal articles are available to access and download from the library peer- reviewed journal

databases http://libweb.anglia.ac.uk/ You are encouraged to use wider reading, in addition to this minimum mandatory reading, to

complete your answer to each question.

Questions:

1: How and why has organizational change impacted upon middle managers? 1,000 words (40%)

Minimum mandatory reading

Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall

Conway, E. and Monks. K. (2011) Change from below: the role of middle managers in mediating paradoxical change. Human Resource Management Journal, 21(2): 190-203.

McCann, L., Morris, J. and Hassard, J. (2008) "Normalized Intensity: The New Labour Process of Middle Management." Journal of Management Studies 45(2): 343-371

Sharyn E. Herzig, Nerina L. Jimmieson, (2006) "Middle managers' uncertainty management during organizational change", Leadership and Organization Development Journal, 27 (8): 628 - 645

2: How and why is cultural change difficult to achieve?

Minimum mandatory reading

Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall

Burnes, B. (2004) "Emergent change and planned change – competitors or allies?: The case of XYZ construction", International Journal of Operations and Production Management, 24(9): 886 – 902.

Harris, L. C. and Ogbonna, E. (2002) The Unintended Consequences of Culture Interventions: A Study of Unexpected Outcomes. British Journal of Management, 13(1): 31–49.

Smollan R. and Sayers J. G. (2009) Organizational Culture, Change and Emotions: A Qualitative Study. Journal of Change Management. 9 (4): 435-457.

3: How and why can management increase and decrease resistance to change? 1,000 words (30%)

Minimum mandatory reading

Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall

Gill, R. (2003). Change management or change leadership. Journal of Change Management, 3(4), 307–318

Lundy, V. and Morin, P.-P. (2013), Project Leadership Influences Resistance to Change: The Case of the Canadian Public Service. Project Management Journal, 44 (3): 45–64

Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian Journal of Management, 27(3): 322-331.

Page 9

Module Guide

Mark Learning Outcome

1. Patch 1 - strategic change 40% 1,2, 4

2. Patch 2 - culture change 30% 1-4

3. Patch 3 - leading change 30% 1-4

TOTAL MARKS: 100%

It is recommended that you prepare and submit your (re)assignment in line with the assessment submission guidance given above (online via Turnitin Grademark and/or hard copy)

Page 10