A ubiquitous challenge in organisational life is how to effectively initiate, implement and sustain desired change. Although organisations continue to expend staggering amounts of time and resources on change initiatives, the majority of such efforts do not achieve their intended outcomes. In this subject, students will explore the underlying reasons for these failures to examine the fundamental nature of change and the challenges that change agents at different organisational levels face as they plan and execute change. Since organisations consist of people, students begin with an examination of individual change to explore fundamental concepts before extending and expanding their scope to consider change at the organisational level. Students will have the opportunity to apply and test their understanding of change management principles through readings, case study discussions, exercises, role plays and individual and group projects.
|Academic unit:||Bond Business School|
|Subject title:||Change Management|
Delivery & attendance
|Attendance and learning activities:||I teach using an active learning approach that is highly experiential; during class time, we will typically be engaged in discussions, simulations, role plays, small group work and other similar activities. In short, it is based on the premise that we learn best by doing. The benefits of this type of approach include a more interesting learning experience and improved learning outcomes. However, for this approach to work effectively, there are a few expectations that we all need to meet. First, I expect you to come prepared to each class, just as you expect the same from me. Your preparation will enable you to actively contribute to your learning and to that of your peers. Preparing for class entails completing all readings, discussion questions, case analyses, role play preparations, and other assignments prior to class. Coming to class with specific questions or comments about the material is another important element of preparation. The time required to prepare will vary by student and by the work assigned each week, so please plan accordingly. I am available through office hours, by appointment and via email to assist you at any time throughout the semester. Recognizing that we are all adults with busy lives and numerous responsibilities and interests, you may miss class up to three times during the semester without formal penalty, no questions asked. This can be due to illness, work, travel, family, other classes, student organisation duties, university games, transportation problems or other reasons. Being late to class or leaving class early counts as half of an absence, regardless of the reason. See below for more explanation as to how absences may impact your grade. Second, I expect you to attend all scheduled class meetings on time, just as you expect the same from me. Given the nature of each class, there is no way to make up for a missed day and the opportunity to contribute is simply lost and you will receive a zero for participation for that class -- an unfortunate situation for all. If you are going to be late or absent, I expect you to treat me and your peers with the same respect we would show you. This is best accomplished by notifying me and your fellow students (as appropriate; e.g., group members) of your absence with as much advance notice as possible so that we can plan accordingly. If you anticipate that a pre-existing special need or circumstance might prevent you from routinely attending class, please see me as soon as possible to discuss a solution. The earlier you address this with me, the more accommodating I can be. Third, I expect you to actively and regularly participate in class. Your participation is critical not only for your learning, but also for that of your peers. Much of the value of our class activities comes from your prepared, thoughtful and respectful contributions from and between you and your classmates. The evaluation of your contributions will be based not so much on how frequently you speak in class, but rather by the quality of what you say and how well you listen and respond to others. Participation will be graded by me using a rubric that is available on iLearn. The general expectations reflected in this rubric are described below. High-quality contributions include: thoughtful engagement in class activities, demonstrating thorough preparation; starting a class discussion with an insightful question; substantiating one's views persuasively and logically; recalling and sharing relevant experiences, observations or current events; building on others' ideas; giving constructive criticism; responding to others' critiques with reasoned rebuttal; graceful acceptance of new ideas; summarizing and moving class discussions ahead; and being respectful of your classmates and me at all times. Unsatisfactory contributions include: engaging in private/unrelated conversations or activities; personally criticizing classmates; using mobile phones, laptops or other personal electronic devices (in general, you should turn off and put these devices away during class); or being otherwise disruptive. These behaviours will lead to negative contribution grades. Respect for each other and the goals of the subject are essential. Around mid-semester, I will send you an email providing feedback regarding the quality of your preparation and participation in class. Of course, if you have any questions or concerns at any time, you should contact me to arrange an appointment to discuss the matter as soon as possible. At the end of the semester, I will determine your final preparation and participation grade by considering the overall average of your class contributions. In calculating this grade, I will drop your three lowest contributions during the semester (i.e., the three absence allowance mentioned above). If for some reason you miss more than three classes during the semester, the zero contribution points for each additional absence beyond three will be included in your final preparation and participation grade. If you attend all classes, you simply gain the benefit of dropping your three lowest scores, thus boosting your overall average and rewarding you for your regular attendance (beyond the obvious learning benefits, of course).|
|Prescribed resources:|| |
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Explain the forces that drive change in organisations.
- Describe the most common ways that organisations change.
- Explain and appreciate the various ways that individuals react to change and how to respond accordingly.
- Apply appropriate diagnostic tools, systems thinking and creative problem-solving to create effective change interventions.
- Create and assess a detailed plan to implement and sustain a change intervention.
|*Class Participation||Preparation & Participation||20%||Ongoing||1, 2, 3, 4, 5.|
|Project §||Group Project||40%||Progressive||1, 2, 3, 4.|
|Project||Individual Change Project||40%||Progressive||3, 4, 5.|
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Introduction to the course; Forces for change; Types of change
Open systems theory; Individual change & learning
Organisational and component analysis
Models of change management
Linking vision and change
Reactions to change and how to manage them
Strategies and skills for communicating change
Project team meetings
Redesigning roles, systems, processes, behaviours and culture
Group project presentations in class