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EXEC71-031: Strategic People Management and Organisational Change May 2018 [Intensive - May Week 10 & Sep Bond Week]

General information

One of the essential competencies for effective leadership is the ability to effectively initiate, implement and sustain desired change. Although organisations continue to expend substantial time and resources on change initiatives, the majority of such efforts do not achieve their intended outcomes. In this subject, you 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. You will also have the opportunity to reflect on your personal development over the past year and to consider your personal goals for continued improvement.


Academic unit:Bond Business School
Subject code:EXEC71-031
Subject title:Strategic People Management and Organisational Change
Subject level:Postgraduate
Semester/Year:May 2018
Credit points:10

Delivery & attendance

Delivery mode:


Workload items:
  • Seminar: x8 (Total hours: 36) - Seminars 1 to 4 (4hr per session Intensive Mode)
  • Personal Study Hours: x12 (Total hours: 66) - Recommended study time & reviewing materials


Prescribed resources:
  • Caldwell, R. (2003). Change leaders and change managers: different or complementary?. 285-293.
  • Caldwell, R. (2003). Models of change agency: a fourfold classification.. 131-142..
  • Beer, M., & Spector (1993). Organizational diagnosis: Its role in organizational learning.. 642-650..
  • Beer, M., Eisenstat, R. A., & Spector, B. (1990). Why change programs don’t produce change.
  • Herold, D. M., Fedor, D. B., & Caldwell, S. D. (2007). Beyond change management: A multilevel investigation of contextual and personal influences on employees' commitment to change. 942.
  • Bommer, W. H., Rich, G. A., & Rubin, R. S. (2005). Changing attitudes about change: Longitudinal effects of transformational leader behavior on employee cynicism about organizational change. 733-753.
  • Kotter, J. P. (1995). Leading change: Why transformation efforts fail.
  • Neuman, G. A., Edwards, J. E., & Raju, N. S. (1989). Organizational development interventions: A metaanalysis of their effects on satisfaction and other attitudes. 461-489.
  • Nicholas, J. M. (1979). Evaluation research in organizational change interventions: Considerations and some suggestions.. 23-40.
  • Rafferty, A. E., Jimmieson, N. L., & Armenakis, A. A. (2013). Change readiness: A multilevel review. 110-135..
  • Rafferty, A. E., & Jimmieson, N. L. (2017). Subjective Perceptions of Organizational Change and Employee Resistance to Change: Direct and Mediated Relationships with Employee Wellbeing. 248-264..
  • Clayton M Christensen and Michael Overdorf (2000). “Meeting the challenge of disruptive change”.
  • Amis, J., Slack, T., & Hinings, C. R. (2004). The pace, sequence, and linearity of radical change.. 15-39.
  • Amis, J., Slack, T., & Hinings, C. R. (2004). Strategic change and the role of interests, power, and organizational capacity.. 158-198..
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
[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

Enrolment requirements

Requisites: ?


Restrictions: ? This subject is not available to
  • Study Abroad Students

Must be admitted into an EMBA Program.

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.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:
  1. Explain the roles of strategic people management and change management in organisations, how they relate to other organisational functions and overall business performance.
  2. Use appropriate theory and concepts to analyse and recommend solutions to people and change related issues.
  3. Apply appropriate diagnostic tools, systems thinking and creative problem-solving to create effective change interventions.
  4. Create and assess a detailed plan to implement, measure and sustain a change management intervention.


Assessment details

TypeTask%Timing*Outcomes assessed
Class Participation Preparation for and active participation in all class sessions. 10% Ongoing 1, 2, 3, 4.
Project § Strategic change proposal including analysis of the need for change, solution criteria, recommendations and implementation plan. 40% In Consultation 1, 2, 3, 4.
Oral Presentation § Presentation of your strategic change proposal. 10% In Consultation 1, 2, 3, 4.
Project Report Personal change plan and evaluation. 40% In Consultation 1, 2, 3.
  • § 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.

Assessment criteria

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.

Quality assurance

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.

Study information

Submission procedures

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.

Bond University utilises Originality Reporting software to inform academic integrity.

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.

Disability support

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.

Additional subject information

There is no textbook. Readings and other resources for the course can be found on the course iLearn site

Subject curriculum

An overview of the course and an overview of the various types of change, the driving forces for change, the role of strategic people management.

Introduces the principles of and process of human resource management and the relevance of these principles in the context of managing strategic change.

Introduces open systems theory as a context for conceptualising individual and organisational change.

Examines several models of change management as a basis for identifying the underlying principles to plan and lead a successful change initiative.

Approaches to understanding various aspects of the organisation and its systems are considered as well as the effects of change on different components of the organisation.

The importance of power and influence is highlighted in relation to people management and change. Ways of enacting change through people is then examined within this context.

Explores the typical reactions to change and recommendations for how to effectively manage them. Ways of dealing with resistance to change and building commitment within the changing context are examined.

The difficulties of implementing and sustaining change are examined in detail. The importance of systems thinking, redesigning roles, systems, processes, behaviours and culture to enact and sustain change is also considered.

Examines ways to measure the impact of change and strategic people initiatives. Ways of measuring impact and managing outcomes are also considered.

Approved on: May 2, 2018. Edition: 2.1