General Information
Change happens. But implementing sustained improvements to existing organisational processes requires an ability to conceptualise an appropriate response that adds competitive advantage and to deliver an appropriate response that engages a broad range of stakeholders. The technique of benefits realisation forms the framework for process change, and socialising the change is largely about ensuring people are engaged. The ADKAR model is the basis adopted in this subject for implementing sustained improvements and is fundamental to ultimate project success. An innovative mindset is necessary to ensure that change is for the better and resultant ‘change reactions’ are positive. Design thinking is explored as a basis for empathising, defining, ideating, prototyping and testing new solutions. This subject adopts an interactive and authentic learning environment, where students work in teams, with industry partners as clients, to implement proposals for change in real organisational settings.
-
Details
Academic unit: Faculty of Society & Design Subject code: SSUD12-109 Subject title: Socialising Process Change Subject level: Undergraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Weekly Seminar
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study
Attendance and learning activities: Attendance each week is necessary to get the best from this subject. It may be difficult to recover if you miss a week. Attendance at each class may be monitored and non-attendance may impact the final mark in this subject. An authentic scenario from industry with real clients is used in this subject. -
Resources
Prescribed resources: Books
- Dawson, P. and Andriopoulos, C. (2014). Managing change, creativity and innovation. n/a, Sage Publications
Others
- Managing organisational change for managers.
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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: | Faculty of Society & Design |
|---|---|
| Subject code: | SSUD12-109 |
| Subject title: | Socialising Process Change |
| Subject level: | Undergraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance each week is necessary to get the best from this subject. It may be difficult to recover if you miss a week. Attendance at each class may be monitored and non-attendance may impact the final mark in this subject. An authentic scenario from industry with real clients is used in this subject. |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 |
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.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
- Work in teams to deliver innovative process solutions
- Communicate sustained competitive advantage opportunities to organisations and benefits realisation.
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.
-
Assessment details
Type Task % Timing* Outcomes assessed Essay Book report: reflecting the book's content on the challenges companies face explained in class. Individual assessment. 30.00% Week 10 1,2,4 Oral Pitch During the last session, each student will explain one of the topics to the lecturer by using their notes only. The topic will be picked randomly, and students have to respond to three areas: 1. Summarizing the content of one particular session 2. Answering some more detailed questions about the topic 3. Relating the learning to a real-life example 30.00% Week 12 1,2,4 Portfolio§ 10 weekly tutorial exercises, to be started in class, finished at home, in groups, with weekly presentations. 40.00% Weekly 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
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 |
|---|---|---|---|---|
| Essay | Book report: reflecting the book's content on the challenges companies face explained in class. Individual assessment. | 30.00% | Week 10 | 1,2,4 |
| Oral Pitch | During the last session, each student will explain one of the topics to the lecturer by using their notes only. The topic will be picked randomly, and students have to respond to three areas: 1. Summarizing the content of one particular session 2. Answering some more detailed questions about the topic 3. Relating the learning to a real-life example | 30.00% | Week 12 | 1,2,4 |
| Portfolio§ | 10 weekly tutorial exercises, to be started in class, finished at home, in groups, with weekly presentations. | 40.00% | Weekly | 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 iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject is a core unit in the Bachelor of Project Management. It primarily addresses Program Learning Outcome #9: analyse competitive advantage resulting from implementation of process change through open innovation and creative design thinking.
Subject curriculum
-
Introduction to the course
This unit focusses on the introduction of the lecturer and the students, including the students' background and their expectations, the lecturer's expectations, how assignments work and what content to expect within the next 12 weeks.
SLOs included
- Work in teams to deliver innovative process solutions
-
Introduction to the topic
What is change? How does a change management project work and how to engage the employees in the change process? By working though the questions first change management models are introduced and the overall approach is explained.
SLOs included
- Work in teams to deliver innovative process solutions
- Communicate sustained competitive advantage opportunities to organisations and benefits realisation.
-
Measuring the status quo – Voice of the Customer
By following the approach introduced during the previous week, two elements of change are introduced during this and next week's class. First we will concentrate on the customer and his satisfaction, and especial yon how to measure this satisfaction. Defining the status quo is the first step for a successful change management project.
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
-
Measuring the status quo – Value based pricing
Following the same logic as in the week before now we explore the changing element price. How do we measure how much a customer is willing to pay and how do we make sure that at a certain price there is still enough profit for the company so survive?
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
-
Innovation 1
Conducting a larger series of interviews among industry leaders prior to the design of the course, they stated the four most important fields of necessary change are the way products are developed, the challenge of the saturated home markets, the existing culture in the companies and new technological challenges, as the introduction of 3D printing or the digital revolution. The first of the following series of four classes, focusses on the project development process and how to change the mindset of the engineers, and make them embrace the change necessary.
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
-
Innovation 2
In Innovation 2, we talk about the transformation form a Closed Innovation to an Open Innovation approach, as well about the transformation of entire companies form Closed to Open Organization.
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
-
Saturated Markets and Frugal Innovation
Most of our home markets are saturated. Consumer do have everything they need. To discover unmet needs or even to develop them become more and more difficult in recent years. One solution to the challenge is to target emerging markets with 'adjusted' products. Those frugal innovation are not first world products where randomly functionalities are reduced but newly developed products following a well designed approach. Engineers as well as the colleges in sales often have problems following those newly developed processes.
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
-
Company Culture
The second field of change is the existing culture within companies. Not flexible enough, to rigid enough, not supportive by the top management are just a few of the issues. And every group within the companies have different perspectives and different demands for change. How would a change project in those companies look like and how would it be possible to involve as many employees as possible in the necessary change?
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
-
New technologies: Mass customization and 3D printing
In the last of the series of the four topics on the fields of change we will be talking about the challenge of the introduction of new technologies. As an example the class will focus on 3D printing the phenomenon of Mass Customization.
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
-
Making Change happen
Week ten is one of the most important lecture in the entire course. Here we will bring the different aspects from previous courses together, review the model behind change management projects again and focus especially on the aspect how to make the ones affected by change from being a follower to becoming a supporter.
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
- Work in teams to deliver innovative process solutions
- Communicate sustained competitive advantage opportunities to organisations and benefits realisation.
-
External speaker and case discussion
For week 11 the students prepare in two groups their solutions to two cases, which where submitted by an external speaker. In the beginning of the class each group has 30 min to present their solution which is then followed by feedback of the external speaker, a discussion and finally the presentation of the external speaker's solution.
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers
- Work in teams to deliver innovative process solutions
- Communicate sustained competitive advantage opportunities to organisations and benefits realisation.
-
Subject reflection and wrap-up
During the last session each students explains one of the topics to the lecturer by using their notes only. The topic is picked randomly and students have to respond to three areas. 1. Summarizing the content of one particular session 2. Answering some more detailed questions to the topic 3. Relating the learning to a real life example.
SLOs included
- Build competence in the implementation of change proposals
- Socialise proposals to solve potential organisational bottlenecks and barriers