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Managing Strategic Change

General Information

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 code: MGMT13-311
    Subject title: Managing Strategic Change
    Subject level: Undergraduate
    Semester/Year: May 2021
    Credit points: 10.000
  • Timetable: https://bond.edu.au/timetable
    Delivery mode: Standard
    Workload items:
    • Seminar: x12 (Total hours: 24) - Seminar 1
    • Seminar: x12 (Total hours: 24) - Seminar 2
    • Personal Study Hours: x12 (Total hours: 72) - Study time and reviewing materials
    Attendance and learning activities: Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible.
  • Prescribed resources:

    Journals

    • Sull, D.N., & Houlder, D. (2005). Do Your Commitments Match Your Convictions. Harvard Business Review 82-91.
    • Beer, M. & Walton, E. (1990). Developing the competitive organization: Interventions and strategies.. American Psychologist 154-161
    • Edmundson, A. C. (2013). Teaming is a verb. See iLearn.
    • Coutu, D. (2009). Why teams don't work: An Interview with J. Richard Hackman. (See iLearn).
    • Kaplan, R.S., & Norton, D.P. (2001). Transforming the Balanced Scorecard from Performance Measurement to Strategic Management: Part I.. Accounting Horizons 87-104.
    • Beer, M., Eisenstat, R.A., & Spector, B. (1990). Why Change Programs Don't Produce Change. Harvard Business Review 158-166.
    • Kotter, J.P. (1995). Leading Change:Why Transformation Efforts Fail.. Harvard Business Review 59-67.
    • Ibarra, H., & Obodaru, O. (2009). Women and the Vision Thing.. Harvard Business Review 20-21.
    • Kouzes, J.M., & Posner, B.Z. (2009). To Lead, Create a Shared Vision. Harvard Business Review 20-21.
    • Ford, J.D., & Ford, L.W. (2009). Decoding Resistance to Change.. Harvard Business Review 99-103.
    • Kotter, J.P., & Schlesinger, L.A. (208). Choosing Strategies for Change.. Harvard Business Review 130-139.
    • Pfeffer, J. (2010). Power Play. Harvard Business Review 84-92.
    • Battilana, J., & Casciaro, T. (2013). The Network Secrets of Great Change Agents. Harvard Business Review 62-68
    • Quy, N.H. (2001). In praise of middle managers.. Harvard Business Review 72-79.
    • Motivation: The not-so-secret ingredient of high performance..
    • Pfeffer & Sutton (2006). Change or Die.
    • Latham, G.P. (2003). Goal Setting: A Five-Step Approach to Behavior Change.. Organizational Dynamics 309-318..

    Others

    • Harvard Business School Publishing Required course pack available digitally - See iLearn.
    After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
    iLearn@Bond & Email: iLearn@Bond 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

Academic unit: Bond Business School
Subject code: MGMT13-311
Subject title: Managing Strategic Change
Subject level: Undergraduate
Semester/Year: May 2021
Credit points: 10.000

Enrolment requirements

Requisites:

Nil

Assumed knowledge:

Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.

Restrictions:

Nil

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. Describe the drivers of organisational change, the process of planned change and the nature and typical outcomes of organisational change.
  2. Explain the importance of organisational culture and design to implementing and sustaining strategic change.
  3. Analyse the key elements of an organisation and its external environment.
  4. Assess the competitive positioning of an organisation, considering both external and internal factors.
  5. Apply appropriate analytical tools, systems thinking and creative problem-solving to design an organisational strategy or major change intervention.
  6. Demonstrate the ability to work effectively with others to complete a strategic change plan and presentation.
  7. Articulate ideas, decisions, recommendations and other information in a clear, concise, professionally written strategic change plan.
  8. Deliver a clear, concise well-organised persuasive presentation advocating for the implementation of your strategic change plan using suitable visual aids.

Generative Artificial Intelligence in Assessment

The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.

  • Type Task % Timing* Outcomes assessed
    Project A multi-stage individual project requiring the preparation of a report detailing project plans, progress and outcomes. Due dates and specific instructions for the project available on iLearn. 40.00% Week 12 1,7
    *Online Participation Preparation for and active, quality participation in all class activities. Mid-semester feedback on your participation will be provided. 20.00% Ongoing 1,2
    Project§ A multi-stage group project requiring the preparation of a professional report detailing an external and internal analysis and strategic recommendations. Due dates and instructions for specific parts of the project available on iLearn. 40.00% In Consultation 3,4,5,6,7,8
    • § 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.

Type Task % Timing* Outcomes assessed
Project A multi-stage individual project requiring the preparation of a report detailing project plans, progress and outcomes. Due dates and specific instructions for the project available on iLearn. 40.00% Week 12 1,7
*Online Participation Preparation for and active, quality participation in all class activities. Mid-semester feedback on your participation will be provided. 20.00% Ongoing 1,2
Project§ A multi-stage group project requiring the preparation of a professional report detailing an external and internal analysis and strategic recommendations. Due dates and instructions for specific parts of the project available on iLearn. 40.00% In Consultation 3,4,5,6,7,8
  • § 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.

Study Information

Submission procedures

Students must check the iLearn@Bond 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.

Academic Integrity

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.

Accessibility and Inclusion 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

A peer-evaluation system will be used in this subject to help determine the individual marks for all group assessments. As part of the requirements for Business School quality accreditation, the Bond Business School employs 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.

Subject curriculum

Approved on: Mar 12, 2021. Edition: 6.5
Last updated: Oct 10, 2022