1
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 the3
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 approachesOrganisational 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
Organisationalchange
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 organisations6
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
Assessment criteria: Marking criteria attached
Assignment 2
Organisationalchange 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
production8
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 Model9
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 the11
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. For all aspects
of support please contact the Student Services and Support https://students.acu.edu.au/801831 which
can assist you with the following:
Academic Skills offers a variety of services, including workshops (on topics such as assignment
writing, time management, reading strategies, referencing), drop-in sessions, group appointments
and individual consultations. 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 Change
Program: Presentation and Practice. Systemic Practice and Action Research, vol. 28, no. 1, pp.51-66.13
MGMT310 Assignment 1: Marking Criteria
Below Expectations Meets expectations Exceeds Expectations
Criterion Level 1 NN Level 2 PA Level 3 CR Level 4 DI Level 5 HD
ILO1: Understanding of
change two models (5
marks)
Presents information that
is incorrect or from poor
or irrelevant sources
Summary of change
models shows inaccurate
understanding of the key
elements and is
inappropriate.
Evidence of some
research having been
undertaken beyond the
unit materials with some
relevant sources
selected.
Identifies some key
points relating to the two
change models and
partly explains these but
shows a shallow
understanding of the key
elements
Evidence of some
research having been
undertaken beyond the
unit materials with
some relevant sources
selected
Identifies the majority
of key points relating to
the two change models
and explains these but
shows a shallow
understanding of the
key elements
Evidence of substantial
research having been
undertaken beyond the
unit materials with
relevant sources
selected
Identifies the key points
relating to the two
change models and
explains these in detail
demonstrating a sound
understanding of the
key elements
Evidence of substantial
research having been
undertaken
Identifies the key points
relating to the two change
models and concisely and
coherently explains these in
detail demonstrating an in
depth understanding of the
key elements
ILO1: Analysis of two
change models (10
marks)
Weak or no discussion of
similarities and
differences
Few insights are drawn
and are not supported by
details, examples,
evidence
Identifies some major
similarities and
differences in the two
models.
Some valid points are
described, but not all are
supported by links to
relevant details,
examples and evidence
from research
Identifies most major
similarities and
differences in the two
models.
A number of valid
points are described
but not all are
supported by links to
relevant details,
examples and
evidence from
research
Identifies a
comprehensive range of
similarities and
differences in the two
models.
Valid points are clearly
explained and
supported by explicit
links to relevant
details, examples and
evidence from research
Analysis is very thorough
and clearly indicates the
similarities and differences
between the two models
Major points are stated
clearly and are supported by
specific details, examples,
evidence
ILO1: Conclusion about
two change models (10
marks)
No attempt to evaluate
either or both change
models
Little insight shown or is
inadequate
No conclusions drawn
Presents a basic critique
of the strengths and
weaknesses of the two
change models
Conclusions drawn are
mostly logical but some
links to evidence from
the analysis and critique
are not strong and some
evidence is not relevant
Conclusions reached
Presents a basic
critique of the
strengths and
weaknesses of the two
change models
Conclusions drawn are
logical but some links
to evidence from the
analysis and critique
are not strong and
some evidence is not
Presents a sound
critique of strengths and
weaknesses of the two
change models
Connections between
and among ideas are
shown
Conclusions are clearly
drawn from the analysis
Conclusions reached
show creativity in
Presents an insightful
critique of strengths and
weaknesses of the two
change models
Connections between and
among ideas are clearly
evident
Creativity/original thinking is
evident.
Convincing conclusions
which are clearly drawn from14
MGMT310 Assignment 2: Marking Criteria
are unclear relevant
Conclusions reached
are general
thinking the analysis
ILO4: Written
communication (5
marks)
Contains numerous
errors that interfere with
readability
Paragraphs too long and
rambling.
Information presented in
list style
Consistently fails to use
Harvard style correctly
for citations and
references
Follows the basic
organisation, content
and presentation
required for an essay.
Uses language that
generally conveys
meaning to readers with
clarity but contains some
errors in grammar or
spelling that interfere
with readability
Ideas generally flow
clearly from paragraph
to paragraph but some
transitions are disjointed
and not logical
Uses Harvard
referencing style but
with some inconsistency
Key Ideas, concepts
and information
presented but not well
integrated
Introduction does not
preview all major
points.
Conclusions do not
flow well from the body
of paper.
Accurately uses
Harvard formatting for
citations and
references
Key Ideas, concepts and
information clearly
presented integrated
Introduction previews
major points.
Conclusions flows from
the body of paper.
May contain a few
errors in spelling or
grammar;
Consistently and
accurately uses Harvard
formatting for citations
and
references
Ideas, theory and information
sources tightly integrated to
provide sound argument for
the conclusion(s) reached
Introduction previews all
major points.
Free of grammar and
spelling errors
Clearly and consistently
uses proper Harvard
formatting for citations and
reference15
Below Expectations Meets expectations Exceeds Expectations
Criterion Level 1 NN Level 2 PA Level 3 CR Criterion Level 1 NN
ILO2: Understanding
of diagnostic model
(5 marks)
Presents information that
is incorrect or from poor
or irrelevant sources
Summary of diagnostic
model includes inaccurate
key elements and is
inappropriate.
Evidence of limited research
having been undertaken
Misses several key points of
about the diagnostic model
and shows little
understanding of the key
elements
Evidence of adequate
research having been
undertaken
Covers majority of key
points relating to the
diagnostic model but
shows shallow
understanding of the key
elements
Evidence of substantial
research having been
undertaken
Covers main points of the
diagnostic model
demonstrating a sound
understanding of the key
elements
Evidence of substantial
research having been
undertaken
Concisely and coherently
summarizes diagnostic
model highlighting key
points showing an in depth
understanding of the key
elements
ILO2: Application of
diagnostic model to
case study
organisation (5
marks)
Presents no or a
superficial or
analysis of some
issues/problems in the
case organisation
Limited or non-existent
support for diagnosis and
opinions
Little engagement with the
ideas presented
Presents a superficial
analysis of some of the
issues/problems in the case
organisation
Some support offered for
diagnosis and opinions
Demonstrates some
engagement with ideas
presented.
Identifies and
demonstrates
acceptable understanding
of
some of the
issues/problems in the
case organisation
Supports diagnosis and
opinions with reasoning
and evidence;
Identifies and demonstrates
an accomplished
understanding of several of
the issues/problems in the
case organisation
Supports diagnosis and
opinions with arguments
and evidence;
Shows originality in
thinking
Identifies and demonstrates
a
sophisticated
understanding
of the main
issues/problems
in the case organisation
Supports diagnosis and
opinions with strong
arguments and
evidence;
Shows creativity and
originality in thinking
ILO2: Analysis of
change factors
impacting on the
case study
organisation (10
marks)
No or inadequate analysis
of change factors in the
case organisation
Analysis not linked to
diagnostic model
Analysis of change factors
in the case organisation
superficially links to the
diagnostic model
Presents a limited analysis
of a couple of the change
issues/problems identified or
provides a list of issues
which are not discussed
Analysis of change factors
in the case organisation
shows some links to the
of the diagnostic model
Presents a sound analysis
of a few of the change
issues/problems identified;
Analysis of change factors
in the case organisation
clearly links to the
diagnostic model
Presents a thorough
analysis
of major change
issues/problems identified;
Analysis of change factors
in the case organisation
very clearly links to the of
the diagnostic model
Presents an insightful and
thorough analysis of major
change issues/problems
identified;
ILO4: Oral
communication (5
marks)
Little or no apparent
structure or organisation.
of presentation or
summary is evident
Evidence is not used to
The presentation generally
has a logical sequence that
conveys the key message,
but some sections lack
focus and/or are not
The presentation has a
logical sequence that
conveys the key message,
but some sections could
have been more focused
The presentation has a
clear, and logical sequence
that reinforces the key
message.
Maintains eye contact with
The presentation has a
clear, logical and interesting
sequence that reinforces
the key message.
Maintains good eye contact16
support assertions.
Content is overly general
or too detailed
Presenter reads notes for
the majority of the
presentation, Audience is
largely ignored.
relevant.
Maintains eye contact with
the audience and/or camera
many exceptions.
Consistently reads from
notes.
Generally uses language,
tone of voice and physical
gestures appropriate to the
audience and purpose of the
presentation
Generally speaks clearly but
may use some distracting
filler language (i.e. ah, um,
like, you know) and lack
some confidence
Uses some visual aids to
support and highlight key
points in the presentation
but some visual aids are
irrelevant and/or some
points require visual aids
The presentation provides
little evidence to support
conclusions drawn
Maintains eye contact with
the audience and/or
camera with a few
exceptions.
Occasionally reads from
notes.
Mostly uses language,
tone of voice and physical
gestures appropriate to the
audience and purpose of
the presentation
Overall speaks clearly but
may use some distracting
filler language (i.e. ah, um,
like, you know) and lack
some confidence
Uses a few visual aids to
support and highlight key
points in the presentation
but a couple of visual aids
are irrelevant and/or some
points require visual aids
The presentation d
provides some evidence to
support conclusion
the audience and/or
camera and seldom reads
from notes.
Uses language, tone of
voice and physical gestures
that interest and engage
the audience that
demonstrates the purpose
of the presentation
Speaks confidently and
varies the volume, pace
and variety to engage the
audience.
Uses visual aids that are
relevant, clear, accurate in
supporting and highlighting
key points in the
presentation
The presentation is
organized and provides
convincing evidence to
support conclusions.
The content is interesting
New insights presented
with the audience and/or
camera and seldom if ever
reads from notes.
Uses language, tone of
voice and physical gestures
that interest and engage
the audience and reinforce
the purpose of the
presentation
Speaks clearly, smoothly
and confidently and varies
the volume, pace and
variety to engage the
audience.
Uses visual aids that are
relevant, clear, accurate
and effective in supporting
and highlighting key points
in the presentation
The presentation is well
crafted and provides
substantial evidence to
support conclusions.
The content is compelling
New insights skilfully
presented
ILO4: Written
Communication (5
Marks )
Does not follows the basic
organisation, content and
presentation required for
a summary for clients to
support a presentation
Does not reflect the key
points in the presentation
but contains irrelevant
points and/or introduces
new points not covered in
the presentation
Uses language that does
not convey meaning to
readers with clarity but
contains many errors in
grammar or spelling that
Follows the basic
organisation, content and
presentation required for a
summary for clients to
support a presentation
Generally reflects only the
key points in the
presentation but contains
some irrelevant points
and/or introduces new
points not covered in the
presentation
Uses language that
generally conveys meaning
to readers with clarity but
contains several errors in
Shows effective
organisation, content and
presentation required for a
summary for clients to
support a presentation
Covers the key points in
the presentation but
contains some irrelevant
points and/or introduces
new points not covered in
the presentation
Uses language that
conveys meaning to
readers with clarity but
contains a few errors in
grammar or spelling that
Shows very effective
organisation, content and
presentation required for a
summary for clients to
support a presentation
Key points reflect those
made in the presentation
Uses language that
generally conveys meaning
to readers with clarity
A couple of mistakes in
grammar, spelling and
referencing are evident
Ideas flow clearly from
section to section are well
sequenced
Shows outstanding
organisation, content and
presentation required for a
summary for clients to
support a presentation
Key points strongly
reinforce those made in the
presentation
Uses language that
generally conveys meaning
to readers with great clarity
Grammar, spelling and
referencing are flawless
Ideas flow very clearly from
section to section are well
sequenced17
MGMT310 Assignment 3 Marking Criteria
interfere with readability
Ideas do not flow from
section to section but and
transitions are disjointed
and not logical
Does not use Harvard
referencing style or does
so inconsistently
grammar or spelling that
interfere with readability
Ideas generally flow from
section to section but some
transitions are disjointed
and not logical
Uses Harvard referencing
style but with inconsistency
interfere with readability
Ideas flow from section to
section but some
transitions are not logical
Uses Harvard referencing
style but with some
inconsistency
Uses Harvard referencing
style consistently
Uses Harvard referencing
style very consistently18
Below Expectations Meets expectations Exceeds Expectations
Criterion Level 1 NN Level 2 PA Level 3 CR Level 4 DI Level 5 HD
Understanding of
change model (10
marks)
Presents information that
is incorrect or from poor
or irrelevant sources
Summary of change
model includes
inaccurate key elements
and is inappropriate.
Evidence of limited
research having been
undertaken
Misses several key
points about the change
model and shows little
understanding of the key
elements
Evidence of adequate
research having been
undertaken
Covers majority of key
points relating to the
change model but shows
shallow understanding
of the key elements
Evidence of substantial
research having been
undertaken
Covers main points of
the change model
demonstrating a sound
understanding of the key
elements
Evidence of substantial
research having been
undertaken
Concisely and coherently
summarises the change
model highlighting key
points showing an in
depth understanding of
the key elements
Application of change
model to case
organisation(5 marks)
Does not coherently
restate major change
issues to be addressed
in the plan
Presents no or a
superficial or
analysis of some
issues/problems in the
case organisation
Limited or non-existent
support for diagnosis and
opinions
Little engagement with
the ideas presented
Concisely restates major
change issues to be
addressed in the plan
Presents a superficial
analysis of some of the
issues/problems in the
case organisation
Some support offered for
diagnosis and opinions
Demonstrates some
engagement with ideas
presented.
Concisely restates major
change issues to be
addressed in the plan
Identifies and
demonstrates
acceptable
understanding of
some of the
issues/problems in the
case organisation
Supports diagnosis and
opinions with reasoning
and evidence;
Concisely restates major
change issues to be
addressed in the plan
Identifies and
demonstrates an
accomplished
understanding of several
of the issues/problems in
the case organisation
Supports diagnosis and
opinions with arguments
and evidence;
Concisely restates major
change issues to be
addressed in the plan
Identifies and
demonstrates a
sophisticated
understanding
of the main
issues/problems
in the case organisation
Supports diagnosis and
opinions with strong
arguments and
evidence;
Design of change
intervention strategies
(10 marks)
No or superficial
interventions suggested
Interventions do not
address the key issues
and problems
in the case organisation
No discussion of or
evidence of support
Strategy design not
supported by evidence
Design of interventions
shows conventional
thinking
Design of interventions
not clearly focused on
resolving change
issues/problems
identified in the case
organisation
Little evidence used to
support strategy design
Show some creativity in
design of interventions
Design of interventions
somewhat focused on
resolving change
issues/problems
identified in the case
organisation
Strategy design
supported by some
evidence
Shows creativity in
design of interventions
Design of interventions
clearly focused on
resolving change
issues/problems
identified in the case
organisation
Strategy design clearly
supported by evidence
Shows creativity and
originality In design of
interventions
Design of intervention
very clearly focused on
resolving change
issues/problems
identified in the case
organisation
Strategy design very
clearly supported by
evidence
Change action plan (10
marks)
No action plan provided
or
activities proposed in the
action plan are infeasible
for the case organisation
Overly detailed or vague
action plan provided
Displays limited
awareness
and/or understanding
Majority of the action
plan is achievable for the
case organisation to
implement
Demonstrates
The action plan is in total
is achievable for the
case organisation to
implement
Action plan flows from
Action plan is realistic
and feasible for the case
organisation to
implement,
Action plan clearly flows19
to implement
Action plan does not
incorporate change
intention strategies
Displays no awareness
and/or understanding
of the consequences of
action plan
No evaluation measures
included in action plan
of the consequences for
the case organisation in
implementing the action
plan
Action plan shows a
limited match with the
change intervention
strategies
Unrealistic evaluation
measures included in
action plan
acceptable
understanding of the
consequences for the
case organisation in
implementing the action
plan
Action plan shows some
links with the change
intervention strategies
Some realistic evaluation
measures included in
action plan
intervention strategies
Demonstrates a very
good understanding of
the consequences for the
case organisation in
implementing proposed
action plan
All evaluation measures
included in action plan
are realistic
from the intervention
strategies
Demonstrates a
sophisticated
understanding of the
consequences for the
case organisation in
implementing the action
plan
Well thought out and
realistic suite of
evaluation measures
included in action plan
Managing stakeholder
resistance (5 marks)
Does not identify or
explain the
perspectives of any
stakeholders
involved in the case or
fails to recognize any
differences between the
interests of the various
stakeholders
No strategies for
managing resistance
presented
Does not identify or
explain the
perspectives of any
stakeholders
involved in the case or
fails to recognize any
differences between the
interests of the various
stakeholders
General strategy for
managing resistance
among stakeholders
presented
With a few minor
exceptions,
adequately identifies and
summarizes the
perspectives of
the principal
stakeholders
involved in the case;
outlines
some conflicts of interest
between company
stakeholders
Strategies for managing
resistance presented
Accurately describes the
unique perspectives of
multiple key stakeholders
in the case;
Demonstrates insightful
analysis of strategic
tensions or conflicts of
interest between the
stakeholders
Tailored strategies for
managing resistance by
different stakeholders
presented
Clearly and accurately
describes
the unique perspectives
of
multiple key stakeholders
in the case;
Demonstrates insightful
analysis of strategic
tensions or conflicts of
interest between the
stakeholders
Very well-tailored
strategies for managing
resistance by different
stakeholders presented