Organisational Change Management

Contents
1.    Key information, Introduction to the Module and Learning Outcomes    1
1.1    Key Information    1
1.2    Introduction to the Module    1
1.3    Learning Outcomes    1
2.    Employability Skills in this Module    2
3.    Outline Delivery and Reading Lists @ Anglia    2
3.1    Outline Delivery    2
3.2    Reading List and Learning Resources    3
4.    Assessment on this Module    3
4.1    Assessment Information and Marking Criteria    4
4.1.1    Element 010 – Assignment/Presentation/In class test/Etc.    4
Marking Criteria for Element 010 – Assignment/Presentation/In class Test/Etc.    5
4.1.2    Element 011 – Assignment/Presentation/In class Test/Etc.    6
Marking Criteria for Element 011 – Assignment/Presentation/In class Test/Etc.    7
4.2    Re-assessment Information    8
4.2.1    Re-assessment for Element 010 – Assignment/Presentation/In class Test/Etc.    8
4.2.2    Re-assessment for Element 011 – Assignment/Presentation/In class Test/Etc.    8

1.    Key information, Introduction to the Module and Learning Outcomes
1.1    Key Information
Module title: Organisational Change Management
Module Leader:  Dr Lloyd Gray
Chelmsford Campus
Lord Ashcroft Building
Room: MAB301
Extension: 6836
Email: [email protected]
Module Tutors:
External Examiner and Institution:

Every module has a Module Definition Form (MDF) which is the officially validated record of the module.  You can access the MDF for this module in three ways via:
?    the Virtual Learning Environment (VLE)
?    the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue
?    Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules
All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations.  You can view these at www.anglia.ac.uk/academicregs. An extract of the Academic Regulations, known as the Assessment Regulations, is available at this website too (all new students will have received a printed copy as part of their welcome pack).
In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.
1.2    Introduction to the Module
This module provides the opportunity for learners to engage with, and explore, some of the practical challenges arising from planned and unplanned change in contemporary work organisations. The module is designed for learners to understand why change happens, how change happens and what needs to be done to make change a more welcoming concept.  The module focuses upon on individual, team and organisational change. The module explores how different types of change whether departmental, divisional or whole organisational change affect and impact upon the people on the receiving end – individual human beings. Therefore, the module emphasizes that without looking at the implications of change on individuals we can never really hope to manage change effectively. Accordingly, this module complements the Level 3 Sustainable Management Futures module
In addition, one of the themes of organisational life over recent years has been the ascendancy of the team. Much of today’s work is organised through teams and requires team collaboration and team working for it to succeed. A thread running through the module will be the crucial role of leadership. If management is all about delivering on current needs, then leadership is all about inventing the future. The module focuses upon the importance of effective leadership arising throughout.
Learners will be encouraged to make sense of the changes that they might undergo, initiate and implement in the workplace.  Learners will also be encouraged to make sense of, and apply the ideas, concepts and theories from the academic literature on organisational change in analysis of organisational change.

The module aims for learners to become aware of the practical difficulties of managing and coping with organisational change; and also to consider how effective workplace change might be achieved by individuals, teams and organisations.
Assessment is by way of three separate patches (1,000 words) on three different and specific subject topics using set literature.
Each 1,000 patch will address a specific question relating to a specific topic.
Learning Outcomes
This module, like all modules at Anglia Ruskin, is taught on the basis of achieving intended learning outcomes.  On successful completion of the module, the student will be expected to be able to demonstrate the following:
7.    Learning Outcomes (threshold standards):
On successful completion of this module the student will be expected to be able to:
Knowledge and understanding    1    Understand the practices and leadership behaviours that are required to participate in, and effectively respond to, change and challenges in the workplace
2    Consider the practical difficulties and challenges arising from planned and unplanned change
Intellectual, practical, affective and transferable skills    3.    Evidence heightened personal understanding of change in relation to workplace participation.

4.    Demonstrate critical analysis through engagement with practical difficulties of managing organizational change

The assessment is based on meeting these learning outcomes, shown explicitly in section 4, where the assessment task is linked to these learning outcomes.
2.    Employability Skills in this Module
It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:
SKILL    Skills acquired in this module
Communication (oral)    x
Communication (written)    x
Commercial Awareness    x
Cultural sensitivity
Customer focus
Data Handling
Decision making    x
Enterprising
Flexibility
Initiative    x
Interpersonal Skills
Leadership/Management of others    x
Networking
Organisational adaptability
Project Management
Problem Solving and analytical skills    x
Responsibility    x
Team working
Time Management    x
Other

3.    Outline Delivery and Reading Lists @ Anglia
3.1    Outline Delivery
The table below indicates how the module will be delivered.  However, this schedule is indicative and may be subject to change.
Week    Lecture    Seminar/Workshop    Student-managed Learning
1    Organizations and their changing environments    Change game experiential activity    Senior and Swailes chap. 1, chap. 9
2     The nature of organizational change    Patch 1    Senior and Swailes chap.2, chap. 9
3     Organizational structure, design and change    Patch 1
•    Senior and Swailes, chap. 3
4    Strategies for managing change    Patch 1    Senior and Swailes, chap. 7 – 8
5    Cultural change    Patch 2    Senior and Swailes, chap 4
6    Politics of change    Patch 2    Senior and Swailes, chaps 5
7    Resistance to change    Patch 2    Senior and Swailes, chap. 5- 6
8    Management of change    Patch 3    Senior and Swailes chap.6
9    Leadership and change    Patch 3    Senior and Swailes chap. 6
10    Change management and change leadership    Patch 3    Senior and Swailes, chap.9
11    Assignment workshop    Patches 1-3    See assessment information 4.1.1
12    Assignment workshop    Patches 1-3    See assessment information 4.1.1

3.2    Reading List and Learning Resources
The reading list and learning resources for this module are available on Reading Lists at Anglia, you can access the reading list for this module on the module VLE site.
4.    Assessment on this Module
The assessment for this module consists of one final submission dates for elements of assessment vary.
Element    Type of assessment    Word or time limit    % of Total Mark    Submission method    Final Submission Date
010    Patch 1
How and why do middle managers support and resist strategic change?
Patch 2
Why do models of planned change not bring about cultural change?
Patch 3
How do leadership behaviours positively and negatively impact upon employee commitment to organisational change?
1,000

1,000

1,000    40

30

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4.1    Assessment Information and Marking Criteria
Three separate patches (1,000 words) on three different and specific subject topics using set literature.
Each 1,000 patch will address a specific question relating to a specific topic
4.1.1    Element 010 – Patch questions
•    You must answer each of the following three questions.
•    You must at the very least read and use the following three journal articles, and course text book, to complete your answer to each question.
•    All journal articles are available to access and download from the library peer- reviewed journal databases  http://libweb.anglia.ac.uk/
•    You are encouraged to use wider reading, in addition to this mandatory reading, to complete your answer to each question.
Questions:
1:  How and why do middle managers support and resist strategic change? 1,000 words (40%)
Minimum mandatory reading
Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall
Conway, E. and Monks. K. (2011) Change from below: the role of middle managers in mediating paradoxical change. Human Resource Management Journal, 21(2): 190-203.
McCann, L., Morris, J. and Hassard, J. (2008) “Normalized Intensity: The New Labour Process of Middle Management.” Journal of Management Studies 45(2): 343-371
Sharyn E. Herzig and Nerina L. Jimmieson, (2006) “Middle managers’ uncertainty management during organizational change”, Leadership and Organization Development Journal, 27 (8): 628 – 645
2:  Why do models of planned change not bring about cultural change?
Minimum mandatory reading
Senior, B. and Swailes, S. (2010). Organizational Change. 4th Ed, Harlow: FT Prentice Hall
Burnes, B. (2004) “Emergent change and planned change – competitors or allies?: The case of XYZ construction”, International Journal of Operations and Production Management, 24(9): 886 – 902.
Harris, L. C. and Ogbonna, E. (2002) The Unintended Consequences of Culture Interventions: A Study of Unexpected Outcomes. British Journal of Management, 13(1): 31–49.
Smollan R.  and Sayers J. G. (2009) Organizational Culture, Change and Emotions: A Qualitative Study. Journal of Change Management. 9 (4): 435-457.
3:  How do leadership behaviours positively and negatively impact upon employee commitment to organisational change? 1,000 words (30%)
Minimum mandatory reading
Senior, B. and Swailes, S. (2010). Organizational Change. 4th Ed, Harlow: FT Prentice Hall
Gill, R. (2003). Change management or change leadership. Journal of Change Management, 3(4), 307–318
Lundy, V. and Morin, P.-P. (2013), Project Leadership Influences Resistance to Change: The Case of the Canadian Public Service. Project Management Journal, 44 (3): 45–64
Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian Journal of Management, 27(3): 322-331.
Mark    Learning Outcome
1.        Patch 1  – strategic change    40%    1,2,4
2.        Patch 2  – culture change    30%    1-4
3.        Patch 3  – leading change    30%    1-3
TOTAL MARKS:    100%

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Hard copy assignments (Associate College partners)
This assignment is submitted via hard copy at office/location at your college.  Academic staff CANNOT accept work directly from you.  If you decide to submit your work by post, it must arrive by midday on the due date.  If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive.  Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised.
Marking Criteria for Element 010 –   Patch work assignment
99      89       79     69       59       49      39     29      19         09
40%
1:  How, why and in what ways do middle managers support and resist strategic change? –     Exceptional information base applied to critically evaluate and answer  the question. Theory and concepts and examples applied with extraordinary originality and autonomy.  No logical inconsistencies. Exceptional study skills and use of learning resources.  Deep learning evident
Outstanding information base applied to critically evaluate and answer the question. Theory and concepts and examples applied with extraordinary originality and autonomy.   No logical inconsistencies. Outstanding study skills and use of learning resources.  Deep learning evident    Excellent knowledge base  applied to critically evaluate and answer the question.  Theory and concepts and examples applied with extremely good originality and autonomy. Minor logical inconsistencies evident which merit need for further development.  Excellent study skills and use of learning resources.  Deep learning evident    Good knowledge base applied to demonstrate some good critical evaluation  and answer the question. Theory and concepts and examples applied with some good originality and autonomy.  Some logical  inconsistencies evident which merit need for further development. Good study skills and use of learning resources.  Deep learning is evident    Satisfactory knowledge base applied to demonstrate some possible critical evaluation to answer the question.  Theory and concepts use requires development.  . Major logical inconsistencies evident which merit need for further significant development. Satisfactory study skills and use of learning resources.  Some deep learning evident    Basic knowledge used applied to consider   and answer the question. Theory and concepts use requires further development. Major significant inconsistencies evident which merit need for further significant development. Basic study skills and use of learning resources. Surface learning is evident    Limited knowledge used demonstrates ineffective answer to the question. Little analysis and explanation evident. Theory and concepts use requires further development. Major  significant  inconsistencies evident which merit need for further significant development. Weak study skills. Surface learning is evident.     Little evidence of a knowledge used  to consider or answer the question. Theory and concepts use  problematic. and  further development. Major significant inconsistencies evident which merit need for further significant development.  Weak study skills. Surface learning is evident.    Inadequate  knowledge base  used demonstrate no analysis of, and  answer to, the question.  Theory and concepts use requires problematic. .  Major and significant  inconsistencies evident which merit need for further significant development   Weak study skills. Surface level learning.    No knowledge base used.  No answer to the question.  Theory and concepts use problematic.  Major significant  inconsistencies evident which merit need for further significant development. Weak study skills. Surface level learning evident.
30%
2:  Why do models of planned change not bring about cultural change?    Exceptional information base critically evaluates and answers the question.Original Insights evident throughout demonstrate advanced evaluation with no inconsistencies evident.  Exceptional study skills and use of learning resources.  Deep learning evident    Outstanding information base critically evaluates and answers the question. . Original Insights evident throughout demonstrate advanced evaluation with no inconsistencies evident.  Outstanding study skills and use of learning resources.  Deep learning evident     Excellent information base critically evaluates and answers the question.  Original Insights evident throughout demonstrate advanced evaluation with some very minor inconsistencies evident.  Excellent study skills and use of learning resources.  Deep learning evident    Good knowledge  base critically evaluates and answers the question.  Original Insights evident in places Demonstrates  some advanced evaluation with some minor inconsistencies evident. Good study skills and use of learning resources.  Deep learning is mainly evident. Minor surface learning is also evident.    Satisfactory knowledge  base used to provide some evaluation of, and answer to the question.  Rare original Insights evident in places major inconsistencies evident.  Satisfactory study skills and use of learning resources. Mainly surface learning is evident. Minor deep learning  is evident.     Basic knowledge  base used to provide some possible evaluation of, and answer to the question. Possible original Insights are evident in places major inconsistencies evident throughout..  Weak study skills and use of learning resources. Surface learning is evident. No deep learning  is evident.
Limited knowledge  base used to provide some possible evaluation of, and answer to the question. No original Insights are evident. Major inconsistencies evident throughout..  Weak study skills and use of learning resources. Surface learning is evident. No deep learning  is evident.
Little evidence of a knowledge  base used to any answer to the question. No original Insights are evident. Major inconsistencies evident throughout..  Weak study skills and use of learning resources. Surface learning is evident. No deep learning  is evident.
Inadequate knowledge  base used. No justifiable answer to the question provided. No original Insights are evident. Major inconsistencies evident throughout.  Weak study skills and use of learning resources. Surface learning is evident. No deep learning  is evident.
No evidence of a knowledge  base  used.  No answer to the question provided. No original Insights are evident. Major inconsistencies evident throughout.  Weak study skills and use of learning resources. Surface learning is evident. No deep learning  is evident.

30%
How do leadership behaviours positively and negatively impact upon employee commitment to organisational change? 1,000 words (30%)    Exceptional information base applied to critically evaluate and answer  the question.  Theory and concepts and examples applied with extraordinary originality and autonomy.  No logical inconsistencies
Exceptional study skills and use of learning resources.  Deep learning evident
Outstanding information base applied to critically evaluate and answer the question.  Theory and concepts and examples applied with extraordinary originality and autonomy.  No logical inconsistencies. Outstanding study skills and use of learning resources.  Deep learning evident    Excellent knowledge base  applied to critically evaluate and answer the question.  Theory and concepts and examples applied with extremely good originality and autonomy. Minor logical inconsistencies evident which merit need for further development.  Excellent study skills and use of learning resources.  Deep learning evident    Good knowledge base applied to demonstrate some good critical evaluation  and answer the question. Theory and concepts and examples applied with some good originality and autonomy.  Some logical inconsistencies evident which merit need for further development. Good study skills and use of learning resources.  Deep learning is evident    Satisfactory knowledge base applied to demonstrate some possible critical evaluation to answer the question.  Theory and concepts use requires development. . Major logical inconsistencies evident which merit need for further significant development. Satisfactory study skills and use of learning resources.  Some deep learning evident    Basic knowledge used demonstrate
applied to consider   and answer the question.
Theory and concepts use requires further development. Major significant inconsistencies evident which merit need for further significant development. Basic study skills and use of learning resources. Surface learning is evident    Limited knowledge used demonstrates ineffective answer to the question. Little analysis and explanation evident. Theory and concepts use requires further development. Major  significant  inconsistencies evident which merit need for further significant development. Weak study skills. Surface learning is evident.     Little evidence of a knowledge used  to consider or answer the question. Theory and concepts use  problematic. and  further development. Major significant inconsistencies evident which merit need for further significant development.  Weak study skills. Surface learning is evident.    Inadequate  knowledge base  used demonstrate no analysis of, and  answer to, the question.  Theory and concepts use requires problematic. . Major and significant  inconsistencies evident which merit need for further significant development   Weak study skills. Surface level learning.    No knowledge base used.  No answer to the question. Theory and concepts use problematic.  Major significant  inconsistencies evident which merit need for further significant development. Weak study skills. Surface level learning evident.

4.2    Re-assessment Information
You are required to complete a re-sit assessment for this module, please ensure you are aware of the assessment (and the date if an exam or in-class test) as it will be different to the original assessment.
4.2.1    Re-assessment for Element 010 – Patch
•    You must answer each of the following three questions.
•    You must at the very least read and use the following three journal articles, and course text book, to complete your answer to each question.
•    All journal articles are available to access and download from the library peer- reviewed journal databases  http://libweb.anglia.ac.uk/
•    You are encouraged to use wider reading, in addition to this minimum mandatory reading, to complete your answer to each question.
Questions:
1:  How and why has organizational change impacted upon middle managers? 1,000 words (40%)
Minimum mandatory reading
Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall
Conway, E. and Monks. K. (2011) Change from below: the role of middle managers in mediating paradoxical change. Human Resource Management Journal, 21(2): 190-203.
McCann, L., Morris, J. and Hassard, J. (2008) “Normalized Intensity: The New Labour Process of Middle Management.” Journal of Management Studies 45(2): 343-371
Sharyn E. Herzig, Nerina L. Jimmieson, (2006) “Middle managers’ uncertainty management during organizational change”, Leadership and Organization Development Journal, 27 (8): 628 – 645
2:  How and why is cultural change difficult to achieve?
Minimum mandatory reading
Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall
Burnes, B. (2004) “Emergent change and planned change – competitors or allies?: The case of XYZ construction”, International Journal of Operations and Production Management, 24(9): 886 – 902.
Harris, L. C. and Ogbonna, E. (2002) The Unintended Consequences of Culture Interventions: A Study of Unexpected Outcomes. British Journal of Management, 13(1): 31–49.
Smollan R.  and Sayers J. G. (2009) Organizational Culture, Change and Emotions: A Qualitative Study. Journal of Change Management. 9 (4): 435-457.
3:  How and why can management increase and decrease resistance to change? 1,000 words (30%)
Minimum mandatory reading
Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall
Gill, R. (2003). Change management or change leadership. Journal of Change Management, 3(4), 307–318
Lundy, V. and Morin, P.-P. (2013), Project Leadership Influences Resistance to Change: The Case of the Canadian Public Service. Project Management Journal, 44 (3): 45–64
Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian Journal of Management, 27(3): 322-331.

Mark    Learning Outcome
1.        Patch 1  – strategic change    40%    1,2, 4
2.        Patch 2  – culture change    30%    1-4
3.        Patch 3  – leading change    30%    1-4
TOTAL MARKS:    100%

It is recommended that you prepare and submit your (re)assignment in line with the assessment submission guidance given above (online via Turnitin Grademark and/or hard copy)