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Lord Ashcroft International Business School

Organisational Change Management

Department: Leadership and Management

Module Code: MOD003478

Level: 6

Academic Year: 2015/16

Semester/Trimester: SEM1

Module Guide

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Contents

Organisational Change Management .................................................................................................................. 1

1. Key Information .............................................................................................................................................. 3

2. Introduction to the Module ........................................................................................................................... 3

3. Learning Outcomes ........................................................................................................................................ 4

4. Outline Delivery .............................................................................................................................................. 6

5. Assessment on this Module ........................................................................................................................... 9

6. Re-Assessment information ......................................................................................................................... 14

7. Report on Last Delivery of Module .............................................................................................................. 16

8. Links to Other Key Information .................................................................................................................... 17

Module Guide

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1. Key Information

Module title: Organisational Change Management

Module Leader: Andy Brady (andrew.brady@anglia.ac.uk)

LSM Module Tutor: Ishani Weerasinghe

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 Learning Platform 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.

2. Introduction to the Module

This 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.

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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.

3. 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 behaviors 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

Employability Skills in this Module

It 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:

SKILL Skills acquired in this module

Communication (oral) x

Communication (written) x

Commercial Awareness x

Cultural sensitivity

Customer focus

Data Handling

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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

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4. Outline Delivery

Week Topic of the lesson Student activity Reading references

1 Organisational Transformation Process, Community Evolution and Social Change

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS

Senior, B. and Swailes, S. (2010) Organizational Change. 4thedn. Ft prentice Hall, Pearson ed.

Jones, G.R., 2007. Organisational Theory, Design and Change., 5th ed. New Jersey: Pearson Prentice Hall – Chapter11, 13

Ravi, S.S.,2011. A Comprehensive Study of Education. [ebook] New Delhi: PHI Learning Private Limited – Chapter 24

Smith, M. K., 2001. Peter Senege and the Learning Organisation available through infed website <http://www.infed.org/thinkers/senge.htm> [Accessed: 18 November 2012].

2 Organisational Change and Change Management - I

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

Senior, B. and Swailes, S. (2010) Organizational Change. 4thedn. Ft prentice Hall, Pearson ed.

Nokia feels heat as it tries to be cool: How a world leader plays catch-up in a fickle market, Strategic Direction, Vol.21,No.5, 21- 23.

Gilgeous. V., 1997. Operations and the Management of Change., London: Pitman Publishing. – Chapter 1,2

Jones, G.R., 2007. Organisational Theory, Design and Change., 5th ed. New Jersey: Pearson Prentice Hall. – Chapter 10

3 Organisational Change and In order to fully benefit from the Senior, B. and Swailes, S. (2010) Organizational Change. 4thedn. Ft

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Change Management - II

lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

prentice Hall, Pearson ed.

Gilgeous. V., 1997. Operations and the Management ofChange., London: Pitman Publishing. – Chapter7,8,9,10,11,14

Jones, G.R., 2007. Organisational Theory, Design andChange., 5th ed. New Jersey: Pearson Prentice Hall. –Chapter 10

4 Evolutionary Transformation Context of Leadership - I

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

Senior, B. and Swailes, S. (2010) Organizational Change. 4thedn. Ft prentice Hall, Pearson ed.

Northhouse, P.G., 2010., Leadership Theory and Practice.,5th ed. New Delhi: SAGE Publications. – Chapter1,2,3,4,5,6,7,8

Tulsian, P.C & Pandey, V., 2002., Business Organisation and Management., New Delhi: Pearson.- Chapter 23

Cheung –Judge, M.Y., &Holbeche, L., 2011.,Organisation Development., London: Kogan Page. – Chapter 14

Pendleton, D., &Furnham, A., 2012., Leadership: All youneed to know., Hampshire: Palgrave Macmillan. – Chapter1,2,4,

5 Evolutionary Transformation Context of Leadership – II

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

Senior, B. and Swailes, S. (2010) Organizational Change. 4thedn. Ft prentice Hall, Pearson ed.

Northhouse, P.G., 2010., Leadership Theory and Practice.,5th ed. New Delhi: SAGE Publications. – Chapter 9, 10, 11,13, 14, 15

Pendleton, D., &Furnham, A., 2012., Leadership: All you need to know., Hampshire: Palgrave Macmillan. – Chapter –5, 6,

Tulsian, P.C & Pandey, V., 2002., Business Organisation and Management., New Delhi: Pearson. – Chapter 23

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Gilpin, A., 2008., Authentic Leadership – Transforming yourpeople and your organisation [pdf] Kent: Institute of Human Development.

Contemporary Issues in Organisational Transformation

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

Senior, B. and Swailes, S. (2010) Organizational Change. 4thedn. Ft prentice Hall, Pearson ed.

Cateora P.R., Graham J.L., and Salwan P. 2011. International Marketing., 13th ed. New Delhi: McGraw Hill. – Chapter 7,8

Kotabe, M. et al., 2005. International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd – 8

Gilgeous, V., 1997. Operations and the Management ofChange., London: Pitman Publishing.- Chapter 13

Wilson, R. M. S. and Gilligan, Colin., 2011. Strategic Marketing Management: Planning, Implementation and Control. 3rd ed. New Delhi: Elsevier. – Chapter 7,10

Slaper, T.F., & Hall, T.J., (n.d). The Triple Bottom Line: What is it and How Does it Work? Available at:<http://www.ibrc.indiana.edu/ibr/2011/spring/article2.html>

Scott., C., 2012, Saving Innovation - A Philosophy too Important not to Share: Futures Mindset. Available at:<http://savinginnovation.wordpress.com/2012/01/19/aphilosophy- too-important-not-to-share-futures-mindsetcomplete-chapter-from-saving-innovation/>

Reading List and Learning Resources

The reading list and learning resources for this module are available on Reading Lists at Anglia, you can access the reading list for this module, via this link: http://readinglists.anglia.ac.uk/module

Module Guide

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5. Assessment on this Module

The assessment for this module consists of one element.

Part Type of assessment

Learning

Outcome

Word or time limit

Submission method Final Submission

Date

1.1 *Draft 2 page summary of assignment

1-4

2 pages draft

covering all three patches

via Learning Platform

https://learning-

platform.londonschoolofmarketing.com

Please follow email correspondence for deadlines and any possible revisions

1.2 Written assignment (100%)

1-4

3,000 words

via Learning Platform

https://learning-

platform.londonschoolofmarketing.com

* Requirements of the Draft Submission: The draft should be provided for the final assignment. This should cover all three patches. The draft should not exceed the 2 page limit and should consist of a skeleton of your report. Assessment Information and Marking Criteria

Element 010 – Three separate patches (1,000 words) on three different and specific subject topics using set literature. = 100%

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

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 the reading list to conduct wider reading, in addition to this mandatory reading, to complete your answer to each question

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1: How and why can complexity theory be applied by managers to implement strategic change? 1,000 words -

35%

Minimum mandatory reading

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

Burnes, B. (2005), Complexity theories and organizational change. International Journal of Management Reviews,

7: 73–90

Andrews, J., Cameron, H. and Harris, M. (2008) "All change? Managers' experience of organizational change in

theory and practice", Journal of Organizational Change Management, Vol. 21 Iss: 3, pp.300 – 314

Houchin, K. and MacLean, D. (2005), Complexity Theory and Strategic Change: an Empirically Informed Critique.

British Journal of Management, 16: 149–166

2: How and why does resistance to change affect the implementation of planned organizational change? 1,000

words- 35%

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.

Razali, M. Z., & Vrontis, D. (2010). The Reactions of Employees Toward the Implementation of Human Resources

Information Systems (HRIS) as a Planned Change Program: A Case Study in Malaysia. Journal of Transnational

Management, vol 15. no 3, pp. 229- 245

Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian Journal of

Management, 27(3): 322-331.

3: How and why can employee involvement help to achieve effective organisational change? 1,000 words –

30%

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

Deichmann, D. & Stam, D.A. (2015). Leveraging Transformational and Transactional Leadership to Cultivate the

Generation of Organization-Focused Ideas. The Leadership Quarterly, 26 (2), 204-219

Ryan, N., Williams, T., Charles, M., and Waterhouse, J. (2008) "Top‐down organizational change in an Australian

Government agency", International Journal of Public Sector Management, Vol. 21 Iss: 1, pp.26 - 44

Sørensen, O. H., Hasle, P., & Pejtersen, J. H. (2011). Trust relations in management of change. Scandinavian

Journal of Management, 27(4), 405-417.

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Mark Learning Outcome

1. Patch 1 - strategic change 35% 1,2,4

2. Patch 2 - resistance to change 35% 1-4

3. Patch 3 - employee involvement 30% 1-3

TOTAL MARKS: 100%

All forms of assessment must be submitted by the informed deadline. 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.

You are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is accomplished by a member of academic staff providing your mark and associated comments which will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.

The marker of your assignment will include feedback on written assignments that includes answers to these three key questions:

1. What is your overall feedback? 2. How does your assignment compare to the marking criteria? 3. How can you improve in the future?

London School of Marketing (LSM) is committed to providing you with feedback on all assessed work within 20 working days of the moderation deadline. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when LSM is officially closed; e.g.: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

Feedback

Module Guide

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Marking Criteria for Element 010 – Patch work assignment

OCM MODULE AND ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 6

Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Mark Bands Outcome

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills

Ch

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tud

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Ban

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90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. Work may be considered for publication within Anglia Ruskin University

Exceptional management of learning resources, with a higher degree of autonomy/exploration that clearly exceeds the assessment brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. Work may be considered for publication within Anglia Ruskin University

80-89%

Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy

Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the assessment brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills

70-79%

Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ethics of discipline with considerable originality

Excellent management of learning resources, with degree of autonomy/research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/team/professional/problem-solving skills

60-69%

Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ethics of discipline with some originality

Good management of learning resources, with consistent self-directed research. Structured and accurate expression. Good academic/intellectual skills and team/practical/ professional/problem solving skills

50-59%

Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ethics of discipline

Satisfactory management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times. Satisfactory team/practical/professional/problem-solving skills

40-49%

A marginal pass in module outcome(s) related to GLO at this level

Basic knowledge base with some omissions at the level of theoretical/ethical issues. Restricted ability to discuss theory and/or or solve problems in discipline

Basic use of learning resources with little autonomy. Some difficulties with academic/intellectual skills. Some difficulty with structure/accuracy in expression, but evidence of developing team/practical/professional/problem-solving skills

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark

Limited knowledge base. Limited understanding of discipline/ethical issues. Difficulty with theory and problem solving in discipline

Limited use of learning resources. Unable to work autonomously. Little input to teams. Weak academic/ intellectual skills. Still mainly descriptive. General difficulty with structure/accuracy in expression. Practical/professional/ problem-solving skills that are not yet secure

20-29%

Fails to achieve module outcome(s) related to this

Little evidence of knowledge base. Little evidence of understanding of discipline/ethical issues. Significant difficulty with theory and problem solving in discipline

Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Very weak academic/ intellectual skills. Work significantly descriptive. Significant difficulty with structure/accuracy in expression. Little evidence of practical/professional/problem-solving skills

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10-19%

GLO. Qualifying mark not satisfied. No compensation available

Inadequate knowledge base. Inadequate understanding of discipline/ethical issues. Major difficulty with theory and problem solving in discipline

Inadequate use of learning resources. Unable to work autonomously. Inadequate input to teams. Extremely weak academic/intellectual skills. Work significantly descriptive. Major difficulty with structure/accuracy in expression. Inadequate practical/professional/ problem-solving skills

1-9%

No evidence of knowledge base; no evidence of understanding of discipline/ethical issues. Total inability with theory and problem solving in discipline

No evidence of use of learning resources. Completely unable to work autonomously. No evidence of input to teams. No evidence of academic/intellectual skills. Work wholly descriptive. Incoherent structure/accuracy and expression. No evidence of practical/professional/ problem-solving skills

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to

address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

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6. Re-Assessment information

You are required to complete a re-sit assessment for this module. Please ensure you are aware of the assessment as it is different to the original assessment.

Re-assessment for Element 010 – questions and mark ratio – 3 patches = 100%

1: How and why can complexity theory be used by change agents to understand emergent change? 1,000 words – 35%

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.

Houchin, K. and MacLean, D. (2005), Complexity Theory and Strategic Change: an Empirically Informed Critique. British Journal of Management, 16: 149–166

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

2: How and why do change agents need to use different skills to reduce the negative impact of political behaviour during organisational change? 1,000 words 35%

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

Caldwell, R. (2003), Models of Change Agency: a Fourfold Classification. British Journal of Management, 14: 131–142

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.

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

3: How and why might managers need to use different organisational development techniques to lead organisational change? 1,000 words – 30%

Minimum mandatory reading

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

Latta, G. F. & Myers, N. F. (2005). The Impact of Unexpected Leadership Changes and Budget Crises on Change Initiatives at a Land Grant University. Advances in Developing Human Resources, 7(3) (Special issue: Organization Development and Change in Universities), p. 351-367.

Sørensen, O. H., Hasle, P., & Pejtersen, J. H. (2011). Trust relations in management of change. Scandinavian Journal of Management, 27(4), 405-417.

Thakadipuram, T. & Stevenson, L. (2013): Turnaround: from breakdown to breakthrough with Open Space Technology, Human Resource Development International, 16:1, 116-127

Module Guide

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Re-assessment for Element 011 - 3 patches – 1,000 words 100%

Mark Learning Outcome

1. Patch 1 - Emergent change 35% 1,2, 4

2. Patch 2 - Politics of change 35% 1-4

3. Patch 3 - Organisational Development 30% 1-4

TOTAL MARKS: 100%

Module Guide

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7. Report on Last Delivery of Module

MODULE REPORT FORM

Module Code and Title: Organisational change management MOD003478

Academic Year: 2014/ 15 Semester/Trimester :Tri 02

Module Tutor: Ishani Weerasinghe

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded.

A detailed breakdown of marks will be available at the Submissions Department.

The overall submission rate was 84% during the last session with a very good pass rate of 95%. The Mean Mark for the module was 46% and the marks ranged from 7% to 58%.

Feedback from Students Briefly summarise student responses

Student responses are overwhelmingly positive praising the applied and practical nature of the module and it’s assessment. Students have enjoyed learning the module and gathered important knowledge for their day to day life as well as their professional development.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students

Feedback and evaluation on the module is excellent. Module will continue its applied and practical nature retaining the strong emphasis on planned and unplanned change in contemporary work organisations.

Developments during the current year or planned for next year (if appropriate)

The range of on-line resources will be further developed and distributed amongst the students. The inputs obtained by ARU and continuous improvements will be incorporated to the Practice with Workshop Manual in terms of supporting the students with their assignments.

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module

All marks agreed by External Examiner

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8. Links to Other Key Information

Assessment Offences: As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. There is more information on these principles and the types of Assessment Offences here: http://www.anglia.ac.uk/modguide4.aspxPenalties for poor academic practice can be severe so ensure you are aware of what is expected and how to reference correctly.

There is a guide to Good Academic Practice here: http://anglia.libguides.com/plagiarism

Attendance Information: Attending all your classes is very important and one of the best ways to help you succeed in this module. Link to more details on the Attendance Requirements here: http://www.anglia.ac.uk/modguide1.aspx

Assessments and TurnitinUK: TurnitinUK is used for submitting the majority of your assessments, it is important that you read the 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 TurnitinUK is: http://www.turnitinuk.com

Examinations: Examinations are held in January (semester/trimester 1), May (semester/trimester 2) and in August (trimester 3). All examinations are scheduled by the Examinations Unit, the dates and locations will be posted on the following website: http://web.anglia.ac.uk/anet/students/exams/

External Examiners: An up-to-date list of external examiners is available to students and staff at http://www.anglia.ac.uk/eeinfoThe external examiner for this module is in theLeadership and Management department.These are academic examiners from other institutions who independently approve and confirm the quality and standard of our modules and assessments.

Feedback in TurnitinUK: Link to more details on the viewing feedback is here:https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Feedback.aspx

How is My Work Marked and Flowchart of Anglia Ruskin’s Marking Process: After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. More information about this is given here:http://www.anglia.ac.uk/modguide5.aspx

Module Evaluation: During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module, more about this process is included here:http://www.anglia.ac.uk/modguide6.aspx

Reading Lists: These are now all available online: http://readinglists.anglia.ac.uk

Re-assessments: Re-assessment dates will be stated on e-vision, you can check the specific date your re-assessment assignment is due in on: http://e-vision.anglia.ac.ukor alternatively, if it is an examination, these are scheduled by the Examinations Unit, the dates and locations will be posted on the following website: http://web.anglia.ac.uk/anet/students/exams/

University Generic Assessment Criteria:This module is at level6,information on the criteria that the university uses to mark your work can be found here:http://www.anglia.ac.uk/criteria

Module Definition Form (MDF)

Module Code: MOD003478 Version 3 Date amended 30/9/13

1. Module TitleOrganisational Change Management

2a. Module Leader 2b. Department 2c. FacultyDr Lloyd Gray Dept of Human Resource

Management, OrganisationalBehaviour and Tourism

Lord Ashcroft InternationalBusiness School

3a. Level 3b. Module Type6 Standard Module

4a. Credits 4b. Study Hours15 150

5. RestrictionsType Module Code Module Name ConditionPre-requisites:

None

Co-requisites:

None

Exclusions: NoneCourses to which thismodule is restricted

None

LEARNING, TEACHING AND ASSESSMENT INFORMATION6a. Module DescriptionThis module provides the opportunity for learners to engage with, and explore, some of thepractical challenges arising from planned and unplanned change in contemporary workorganisations. The module is designed for learners to understand why change happens, howchange happens and what needs to be done to make change a more welcoming concept. Themodule focuses upon on individual, team and organisational change. The module explores howdifferent types of change whether departmental, divisional or whole organisational change affectand impact upon the people on the receiving end - individual human beings. Therefore, themodule emphasizes that without looking at the implications of change on individuals we cannever really hope to manage change effectively. Accordingly, this module complements theLevel 6 Sustainable Management Futures module.In addition, one of the themes of organisational life over recent years has been the ascendancyof the team. Much of today's work is organised through teams and requires team collaborationand team working for it to succeed. A thread running through the module will be the crucial roleof leadership. If management is all about delivering on current needs, then leadership is allabout inventing the future. The module focuses upon the importance of effective leadershiparising throughout.Learners will be encouraged to make sense of the changes that they might undergo, initiate and

MDF generated on Wednesday 08 January 2014, 00:12:14.70 Page 1 of 3

6a. Module Description (Continued)implement in the workplace. Learners will also be encouraged to make sense of, and apply theideas, concepts and theories from the academic literature on organisational change in analysisof organisational change (e.g. case study).The module aims for learners to become aware of the practical difficulties of managing andcoping with organisational change; and also to consider how effective workplace change mightbe achieved by individuals, teams and organisations.Assessment is by way of case study (3000 words).

6b. Outline Content-Individual change-Team Change-organisational change-Leading Change-Complex change-Culture and Climate change-Approaches to change-Change Management tools / interventions-Organisational design and development-Reflective practice

6c. Key Texts/LiteratureWestern, Simon (2008) Leadership: A Critical Text. London, SageKets de Vries, Manfred (2006) The Leader on the Couch: A Clinical Approach to ChangingPeople and Organisations. Chichester, John Wiley and Sons.Cameron, E. and Green, M. (2004) Making Sense of Change Management: A Complete Guideto the Models, Tools and Techniques of Organizational Change, London Sterling VA, KoganPage. EbookA more comprehensive list of supplementary sources is provided in the module guide

Last Updated:

6d. Specialist Learning ResourcesStudent module guide.VLEExperiential, cooperative, reflective learning change activities.Extended reading list

7. Learning Outcomes (threshold standards)No. Type On successful completion of this module the student will be

expected to be able to:1 Knowledge and

understandingUnderstand the practices and leadership behaviours that arerequired to participate in, and effectively respond to, change andchallenges in the workplace;

2 Knowledge andunderstanding

Consider the practical difficulties and challenges arising fromplanned and unplanned change;

3 Intellectual, practical,affective andtransferable skills

Evidence heightened personal understanding of change in relationto workplace participation;

4 Intellectual, practical,affective andtransferable skills

Demonstrate critical analysis through engagement with practicaldifficulties of managing organisational change.

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8a. Module Occurrence to which this MDF RefersYear Occurrence Period Location Mode of Delivery2013/4 ZZF Template For

Face To FaceLearning Delivery

Face to Face

8b. Learning Activities for the above Module OccurrenceLearningActivities

Hours LearningOutcomes

Details of Duration, frequency and other comments

Lectures 12 1-4 12 x 1 hr lectureOther teachermanagedlearning

12 1-4 12 x 1 hr seminar

Studentmanagedlearning 126 1-4

126 hours comprising directed work on a week-by-week basis outlined in the student module guide anddivided between peer-group project and personalstudy of key texts.

TOTAL 150

9. Assessment for the above Module OccurrenceAssessment

No.Assessment

MethodLearning

OutcomesWeighting (%) Fine Grade or

Pass/FailQualifying Mark

(%)010 Coursework 20 Fine Grade 30

Details: Case study report introduction (600 words): Written introduction to report onselected single case study organisation outlines and explains the relationshipbetween the internal and external environment, and the purpose of the report.

011 Coursework 80 Fine Grade 30Details: Case study report completion (2,400 words): Completion of remaining report

sections - problems, solutions, conclusions and recommendations ¿ on sameselected single case study organization.

In order to pass this module, students are required to achieve an overall mark of 40%.In addition, students are required to:(a) achieve the qualifying mark for each element of fine grade assessment as specifiedabove(b) pass any pass/fail elements.

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