FACULTY OF LAW AND BUSINESS Peter Faber Business School North Sydney, Melbourne, Brisbane SEMESTER 1 2017 MGMT310: Managing Organisational Change UNIT OUTLINE Credit points: 10 Incompatibles: HRMG303 Organisational Change It is your responsibility as a student to ensure that you have the prerequisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator. National Lecturer in Charge and Campus Lecturer Dr Sandra Beach Office location: Level 3, St John Paul II Building, Banyo Email: [email protected] Telephone: (07) 36237208 Consultation Hours: Description: This unit provides an integrated approach to the theory and practice of organisational change and development. The scope of the unit will embrace organisational culture, organisational change and renewal, intervention strategies, empowerment, team development, organisational transformation, learning, and the management of the change process. Social responsibility and ethical issues and their application to organisational change management are also a key consideration in this unit. Students are challenged to consider the need for organisations to be transformed in the context of an increasingly turbulent environment. Although students may have been introduced to some of these areas in various units, this unit will extend the range and depth of knowledge in selected topics. Mode/attendance pattern: Online. For online units, you will receive asynchronous tutor support throughout the duration of the unit Students should anticipate undertaking 150 hours of study for this unit, including completion of learning activities, reading, independent learning, class participation, and assignment preparation. 2 Duration: 12 week-semester or equivalent. LEARNING OUTCOMES On successful completion of this unit, you should be able to: 1. Critically evaluate foundation frameworks, philosophies and theories for change management in organisations (GA4) 2. Apply diagnostic models to identify organizational and behavioural issues that may affect change processes (GA4, GA8) 3. Design change intervention strategies that apply at an individual level, group level or organisational level and address ethical, social, sustainability issues (GA1, GA5) 4. Apply effective written and oral communication skills to change management processes. (GA5, GA9) GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA1 demonstrate respect for the dignity of each individual and for human diversity GA4 think critically and reflectively GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession GA8 locate, organise, analyse, synthesise and evaluate information GA9 demonstrate effective communication in oral and written English language and visual media CONTENT Topics will include:  Overview: Approaches to Organisational Change  Factors Affecting Change: Planned and Emergent Approaches  Factors Affecting Change: Adaptive approaches- Organisational Transformation  Factors Affecting Change: Diagnosis  Planning Change Programs  Change Interventions: Strategic, Technostructural,  Change Interventions: Process and Human Resource Management  Change Agents and Champions  Ethical, Social and Sustainability Issues Associated with Organisational Change  Receptivity and Resistance to Change  Future directions in Organisational Change Management  Revision QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. As a result of student feedback, a new textbook has been selected for2016 and there is more emphasis on online activities. SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the 3 SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. SCHEDULE Study schedule For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Week Starting Content Tutorials 1 27 February Overview: Approaches to Organisational Change Textbook Chapters 1 and 2 Pollack, J., 2015. Understanding the divide between the theory and practice of organisational change. Organisational Project Management, 2(1), pp.35-52. 2 06 March Factors Affecting Change: Planned and Emergent Approaches Cummings and Worley (2009) Organization Development and change 10th edn Chapter 2 p. 21-42. Siddiqui, N., & Ahmed, J. U. (2016). Managing Change for Better: New Zealand Dairy Products Bangladesh Ltd. Asia-Pacific Journal of Management Research and Innovation, 12(1), 85-94. 3 13 March Factors Affecting Change: Adaptive approaches- Organisational Transformation Textbook Chapter 5 Pollack, J. & Pollack, R., 2015. Using Kotter’s Eight Stage Process to Manage an Organisational Change Program: Presentation and Practice. Systemic Practice and Action Research, vol. 28, no. 1, pp.51-66. 4 20 March Factors Affecting Change: Diagnosis Cawsey, Desczca and Ingols (2016) Organizational Change Chapter 3 p. 64- 93 McFillen, J.M., O'Neil, D.A., Balzer, W.K. and Varney, G.H., 2013. Organizational diagnosis: An evidence-based approach. Journal of Change Management, 13(2), pp.223-246. 4 5 27 March Planning change programs Hayes (2014) The Theory and Practice of Change Management Chapter 15 p. 297- 312 Heckmann, N., Steger, T. and Dowling, M., 2016. Organizational capacity for change, change experience, and change project performance. Journal of Business Research, 69(2), pp.777-784. 6 03 April Change Interventions: Strategic, Technostructural, Textbook chapter 4, 5 and 7 Cameron, E. & Green, M., 2015. Making sense of change management: A complete guide to the models, tools and techniques of organizational change. Kogan Page 7 10 April Change Interventions: Process and Human Resource Management Textbook chapter 8 Cameron, E. & Green, M., 2015. Making sense of change management: A complete guide to the models, tools and techniques of organizational change. Kogan Page Mid Semester Break 8 24 April Change Champions and change agents Textbook chapter 6 Burnes, B., Hughes, M. and By, R.T., 2016. Reimagining organisational change leadership. Leadership, (0)0, pp.1-18 Deshler, R., 2016. HR’s role as change transformation agent. Strategic HR Review, 15(3). 9 01 May Ethical, Social and Sustainability Issues Associated with Organisational Change Millar, C., Hind, P. and Magala, S., 2012. Sustainability and the need for change: organisational change and transformational vision. Journal of Organizational Change Management, 25(4), pp.489-500. By, R.T., Burnes, B. and Oswick, C., 2012. Change management: Leadership, values and ethics. Journal of Change Management, 12(1), pp.1-5. 5 10 08 May Receptivity and Resistance to Change Textbook Chapter 3 Simoes, P. M. M., & Esposito, M. (2014). Improving change management: how communication nature influences resistance to change. Journal of Management Development, 33(4), 324- 341. doi: doi:10.1108/JMD-05-2012-0058 11 15 May Future directions in Organisational Change Management Textbook chapter 9 12 22 May Revision ASSESSMENT In order to pass this unit, you are required to achieve 50% overall. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. All submissions of assessments and assignments must be submitted electronically via Turnitin. There will be no paper submissions. Assessment tasks Due date Weighting (%) Learning outcome/s assessed Graduate Attributes assessed Analytical essay 02 April 2017 23:55 30% 1, 4 GA 4,5, 8, 9 Organisational change diagnosis and video presentation 07 May 2017 23:55 30% 2, 4 GA 4,5, 8, 9 Organisational change plan 05 June 2017 23:55 40% 3 GA 5, 9 Assignment 1 Analytical Essay Due date: 02 April 2017 23:55 Weighting: 30% Length and/or format: 1000 words Purpose: For students to critically evaluate foundation frameworks, philosophies and theories for change management in organisations 6 In this assignment, you will be required to analyse and critique two change models from those discussed in weeks 02 and 03: These models are: Week 02: Factors Affecting Change: Planned and Emergent Approaches  Lewin’s Three Stage Change Model  Dunphy and Stace contingency model  Mintzberg and Quinn  Hinings and Greenwood’s model of change dynamics  Kanter et al.’s “Big Three” model of organizational change  Pettigrew’s process/content/context model Week 03: Factors Affecting Change: Adaptive approaches- Organisational Transformation  Kotters 8 Step Change Model  Bridges Transitions Model  Bolman and Deal 4 frames model  ADKAR  Appreciative Enquiry (The Positive Model) Approaching this task There are two parts to this task. 1. Analysis of the models and 2. Development of a report on your findings. For the analysis, you need to unpack each model and  Compare and contrast the similarities and differences of both models  Compare and contrast the strengths and weaknesses of each model  Draw a conclusion about the usefulness of the models in addressing a change problem Structure Your report should cover the following elements:  Overview (100 words)  Similarities and differences (400 words)  Strengths and Weaknesses (400 words)  Conclusion (100 words)  Reference List Learning outcomes assessed: 1. Critically evaluate foundation frameworks, philosophies and theories for change management in organisations. (GA4) 4. Apply effective written and oral communication skills to change management processes. (GA5, GA9) How to submit: Turnitin Return of assignment: Assessment criteria: Marking criteria attached Assignment 2 Organisational change diagnosis and video presentation Due date: 07 May 2017 23:55 Weighting: 30% 7 Length and/or format: Individual 5-7 minute video and 2 page handout Purpose: A key skill for organizational change practitioners is to understand “what needs changing” in an organisation by accurately diagnosing change problems. This requires the application of frameworks to understand the complexity and interrelatedness of organizational components operating at different levels of the organization. Coupled with this is the ability for change practitioners to feedback and concisely present diagnostic results to senior managers. Components This assessment has three major components 1. Case analysis 2. 5-7 minute video presentation of the case analysis 3. Two page summary 1. Case analysis By the end of week 03, you will be assigned a case study from those uploaded to LEO and diagnostic model from the list below  McKinsey: 7s Framework  Nadler and Tushman: Congruence Mode  Quinn and Rohrbaugh: Competing Values Framework  Weisbord: Six-box model  Tichy: Technical Political Cultural (TPC) framework  Burke–Litwin: Model of Organizational Performance and Change You are required to undertake a diagnosis of the change problems inherent in the case study using the allocated diagnostic model. How to go about this will be discussed in more detail in weeks 03 and 04. Your output from this stage, the analysis, will form the basis of your video presentation. 2. Video Presentation From your case analysis, you are required to develop a multimedia presentation which distills the findings from your organizational change diagnosis into 5-7 minute synopsis. The audience for this multimedia presentation is senior staff of your case study organization. You are trying to convince them that the organization needs to address a number of important challenges if it is to be successful. While it is important to get your message across in the video, the production quality of the video is not a major issue. The assignment is designed to show your understanding of how develop a change diagnosis using a diagnostic tool. The multimedia presentation is to be uploaded to LEO via Kaltura. How to go about developing the multimedia presentation will be discussed in more detail in weeks 05. Your video presentation should be structured in the following way  Brief introduction  Outline of change problem  Outline of diagnostic model chosen  Discussion of analysis  Brief overview of next steps  Conclusion  References Please note that the content of the video and the way the diagnosis is presented are the major focus of the assignment. Production values are of secondary importance and we are not expecting a Hollywood production 8 3. Summary You are required to develop a 2 page summary which outlines the major points of your presentation. This should mirror the structure of the presentation.  Brief introduction  Outline of change problem  Outline of diagnostic model chosen  Discussion of analysis  Brief overview of next steps  Conclusion  References Be creative in developing the summary handout as it will leave a lasting impression on your client. Learning outcomes assessed: 2. Apply diagnostic models to identify organizational and behavioural issues that may affect change processes,.(GA 4,8) 4. Apply effective written and oral communication skills to change management processes. (GA5, 9) How to submit: Video via Kaltura Handout via Turnitin Return of assignment: Feedback and marks will be provided 2 weeks after submission of assignment Assessment criteria: Marking criteria attached Assignment 3 Organisational change plan Due date: 05 June 2017 23:55 Weighting: 40% Length and/or format: Individual report 1500 words Purpose: Bringing about real change in an organization requires careful planning and implementation. People need to understand what is going to happen in the change process so that they can “buy into” the changes. Without a plan nothing concrete will happen and the change program will fail. In Assessment 2, you identified a number of change problems or gaps which needed to be addressed for your case organization to be successful. In this assessment, you are required to develop a change plan which addresses one of those organisational problems. Your plan should consider the various issues and potential barriers that you (as a change manager) would face when planning and implementing your proposed change/s. importantly, your change intervention strategies should acknowledge the factors which are critical for successful implementation. You are expected to use a change model to frame your plan. Here are some models you may consider  Kotters 8 Step Change Model  Bridges Transitions Model  Bullock and Batten 4 Step Model 9  Bolman and Deal 4 frames model  Senge Systemic Model  Appreciative Enquiry (The Positive Model) How to go about this will be discussed in more detail in weeks 03 and 04.However, here are some questions that you can use to inform your thinking as you develop your change plan. Problem/Gap  What is the context for the change?  Specifically what problem needs to be resolved  What are the implications of not resolving the problem Change Model  Why did you choose a particular change model?  What are the implications of using this model for your change process? Change Interventions  Identify change elements such as structures, processes, resources, timeframes, and performance measures  What type of change is planned and what are the key elements in your change plan (e.g. specific work groups, technology, structure, downsizing, culture, and learning and development)?  What support structures are needed (e.g. change champions and trained users who can support staff in the workplace)?  How do the interventions you chose fit within the steps of the change model? Action Plan  Develop an action (implementation) plan for implementing the change and covering the elements such as communication, training, systems, resources, and performance measures  Consider also what activities will be needed to reinforce the changes, e.g. promoting any ‘wins’ and benefits provided by the change. Ethical, social and sustainability issues  Identify ethical dilemmas  How does the change contribute to the profitability and longevity of the organisation?  Are there environmental issues that need to be addressed as a result of the change implementation?  How does the change process incorporate the dignity of work and the common good? Key Stakeholder Analysis  Identify the key stakeholders and their needs, e.g. management, unions, staff, and other work units.  What gains and losses apply to each of the key stakeholders/groups and how might they respond?  Analyse their expected resistance to the change (who, when, why, how, etc.) Format of the Plan Executive Summary (100 words) Overview and restate problem/gap (200 words) Introduce change model and discuss interventions designed to resolve problem/gap (500 words) Action Plan in tabular or diagrammatic form (maximum 1 page) 10 Ethical, social and sustainability issues associated with the implementation of the plan (300 words) Outline how stakeholders will be engaged (300 words) Conclusion (100 words) Appendices Reference List Learning outcomes assessed: Design change intervention strategies that apply at an individual level, group level or organisational level and address ethical, social, and sustainability issues (GA1 and 5) How to submit: Turnitin Return of assignment: After release of final results Assessment criteria: Marking criteria attached REFERENCING PFBS: This Unit requires you to use the Harvard referencing system. See the Academic Skills Unit for assistance with this: https://students.acu.edu.au/806410. ACU POLICIES AND REGULATIONS It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, which is available in the Library or on the ACU website at http://www.acu.edu.au/142401. For services and support in relation to ACU policies see: http://students.acu.edu.au/241467. Assessment Policy and Procedures You must read the Assessment Policy and Assessment Procedures in the University Handbook. In particular, the rules on deadlines: penalties for late submission; extensions; and special consideration https://handbook.acu.edu.au/949064. For queries on Assessment Policy, see your Lecturer in Charge. Word limits Word limits will be enforced with penalties. The marking penalty for exceeding the word limit will be calculated as follows: 5% of the total available marks for the piece of work will be deducted from the student’s mark for each 10% or part thereof by which the number of words in the student’s piece of work exceeds the relevant word limit. Late submission Unless an extension is granted, essays/assignments submitted after the due date will incur a 5% per calendar day penalty based on the maximum marks available for that assessment task. This penalty will run up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. Note: The 5% penalty will be incurred for each whole or part of a calendar day that the work is overdue. Extensions For extension of time for assessments, please see: https://students.acu.edu.au/154914. Timely submission is critical. Academic integrity You have the responsibility to submit only work which is your own, or which properly acknowledges the 11 thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are available at https://students.acu.edu.au/806310. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course. Turnitin The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable:  students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and  teaching staff to identify areas of possible plagiarism in students’ written work. While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the LEO Academic Skills Unit: https://leo.acu.edu.au/course/view.php?id=12421. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission, and the Turnitin Originality Report. STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. 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It has a 24-hour online booking system for individual or group consultations.  Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects.  The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists.  Disability Services can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible.  Indigenous student communities and support on each campus provide information and support for students.  The Student Advocacy Service is an information, advice and referral service.  Peer Assisted Study Sessions (PASS) can improve your marks and increase your academic success.  IT information and resources assist you with your IT needs at ACU.  AskACU is a first point of contact for all enquiries for your proposed or current studies.  Careers and Opportunities services can assist you with finding employment, preparing a resume and employment application and preparing for interviews. The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each service. 12 ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further case studies, videos, case studies and discussion forums. TEXTS AND REFERENCES: Required etext Senior B. and Swailes, S 2016. Organizational Change 5edn. Pearson Higher Education Recommended references Alvesson, M, & Sveningsson, S, 2016. Changing organizational culture: Cultural change work in progress. Routledge, New York. Burnes, B., Hughes, M. and By, R.T., 2016. Reimagining organisational change leadership. Leadership, (0)0, pp.1-18 Cameron, E. & Green, M., 2015. Making sense of change management: A complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers. Cummings, S., Bridgman, T. & Brown, K.G., 2016. Unfreezing change as three steps: Rethinking Kurt Lewin’s legacy for change management. Human relations, vol. 69, no... 1, pp.33-60. Deshler, R., 2016. HR’s role as change transformation agent. Strategic HR Review, 15(3). Heckmann, N., Steger, T. and Dowling, M., 2016. Organizational capacity for change, change experience, and change project performance. Journal of Business Research, 69(2), pp.777-784. Meffert, H., Pinkwart, A. and Reichwald, R. eds., 2015. Management of permanent change. Springer Fachmedien Wiesbaden. Pollack, J., 2015. Understanding the divide between the theory and practice of organisational change. Organisational Project Management, 2(1), pp.35-52. Pollack, J. & Pollack, R., 2015. Using Kotter’s Eight Stage Process to Manage an Organisational