26825 Transformation and Renewal
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): (26824 Innovation Lab AND (36 credit points of completed study in spk(s): C04424 Executive Master of Business Administration OR 36 credit points of completed study in spk(s): C04031 Executive Master of Business Administration OR 36 credit points of completed study in spk(s): C04304 Master of Business Administration Entrepreneurship OR 36 credit points of completed study in spk(s): C04367 Advanced Master of Business Administration))
Description
As the final experiential learning experience, this subject draws on all of the tools, theories and frameworks that have been covered throughout the program and candidates develop a comprehensive blueprint for transformation or renewal within a defined department, division, segment or area of their organisational strategy or operations. Individuals reflect on their cognitive development and capacity to engage with the potential barriers and enablers within and outside the enterprise as it operates in a complex system. Simultaneously, they reflect on their own self-leadership abilities, especially their disposition and capacity to implement the strategic plans by sustaining and championing them through by aiming to achieve effective long-term impacts. Competency development focused on execution tactics and the competencies for negotiating, issue selling, influencing stakeholders especially the colleagues within the C-Suite and the board, sensemaking, formulating, leading and delivering organisational transformations or change plans for renewal. Learning outcomes from the subject enhance candidates' abilities to anticipate and respond strategically to rapidly changing business environments.
Subject learning objectives (SLOs)
| 1. | critically assess strategic opportunities and identify key stakeholders, success criteria and constraints |
|---|---|
| 2. | conduct an action-research project that navigates potential implementation barriers and that is sensitive to stakeholder needs |
| 3. | professionally and persuasively communicate plans with an aim of informing and influencing strategic decision making |
| 4. | formulate strategic recommendations and prepare action plans to address issues in local and global contexts that are sensitive diverse people, cultures, and contexts |
| 5. | apply the breadth and depth of leadership, professional skills required to lead strategic transformation for sustainable development |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following program learning objectives:
- Communicate ideas, decisions and strategies clearly and apply interpersonal skills that are sensitive to diverse people, cultures and contexts (2.1)
- Practice ethical leadership and responsible decision-making to create culturally contextualised and sustainable economic, social and ecological business outcomes (3.1)
Contribution to the development of graduate attributes
The subject develops students’ understanding of a range of megatrends and how these can be addressed as opportunities for responsible management practice of business and social innovation. The subject introduces students to concepts and methods for envisioning futures and leveraging open innovation and digital transformation to develop a strategic response to challenges and opportunities. Students apply a range of analytical tools and techniques, and develop their communication, collaboration and presentation skills.
Teaching and learning strategies
The subject is offered in intensive block mode over full days and evening classes using a mix of a case study and best practice approach. Delivery of teaching and learning materials, lectures, webinars and discussions are supported by online learning and communication tools and the UTS learning management system. The face-to-face classes engage students in group work, discussions and exercises to reflect upon and revise the content.
The course is designed according to an experiential learning methodology. The first part of the subject focuses on abstract conceptualization and reflective observation. This will include blended and flipped learning approaches. Students will have to engage with theoretical material (including papers, book extracts, videos, etc.) before coming to class. Classes will include guided critical discussion of this material, followed by team work on concrete cases of organisational transformation presented by students (drawing from their own professional experience). Students will be guided in diagnosing the situation, devising strategies aimed at managing the transition process towards desired outcomes, and reflecting on the possible unintended/unforeseen managing the transition process towards desired outcomes, and reflecting on the possible unintended/unforeseen consequences of such strategies.
The second part of the subject focuses on active experimentation, concrete experience, and reflective learning. A ‘work learning integrated’ approach will be adopted: after receiving instructions on how to effectively mentor peers, each student will be asked to identify a real transformation challenge that they can personally address and manage in the following weeks. Under the supervision of the tutor/coach they will develop an action plan, that they will have to flexibly implement (also seeking advice from their peers) during the term. In the last class, they will be required to report back on the experience, using the learning from it to develop a personal transformation philosophy/approach, using reflection on the experience as a learning opportunity.
Content (topics)
- Theories of change
- Complexifying change
- Change leadership and resistance
- The role of sensemaking and effective communication
- Navigating implementation barriers, tensions, and paradox
- Transformation management
Assessment
Assessment task 1: Transformation Plan (30%) and Reflection (20%) (Individual)
| Objective(s): | This addresses subject learning objective(s): 1, 3 and 5 |
|---|---|
| Weight: | 50% |
| Criteria: |
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Assessment task 2: Transformation Report (30%) and Reflection (20%) (Individual)
| Objective(s): | This addresses subject learning objective(s): 2, 3 and 4 This addresses program learning objectives(s): 2.1 and 3.1 |
|---|---|
| Weight: | 50% |
| Criteria: |
|
Minimum requirements
Students must achieve at least 50% of the subject’s total marks
References
Alvesson, M. and Spicer, A., 2012. A Stupidity?Based theory of organizations. Journal of management studies, 49(7), pp.1194-1220.
Beech, N., Kajzer-Mitchell, I., Oswick, C. and Saren, M., 2011. Barriers to change and identity work in the swampy lowland. Journal of Change Management, 11(3), pp.289-304.
Berti, M., Simpson, A., Cunha, M.P. and Clegg, S.R., 2021. Elgar Introduction to Organizational Paradox Theory. Edward Elgar Publishing
Cady, S.H., Jacobs, R., Koller, R. and Spalding, J., 2014. The change formula. OD PRACTITIONER, 46(3), pp.32-39.
Diefenbach, T., 2007. The managerialistic ideology of organisational change management. Journal of organizational change management.
Hannan, M.T. and Freeman, J., 1984. Structural inertia and organizational change. American sociological review, pp.149-164.
Kotter, John P. 1995. Leading change: Why transformation efforts fail. Harvard Business Review, (1995): 59-67.
Mantere, S., Schildt, H.A. and Sillince, J.A., 2012. Reversal of strategic change. Academy of Management journal, 55(1), pp.172-196.
Schwartz, T., 2018. Leaders focus too much on changing policies, and not enough on changing minds. Harvard Business Review. https://hbr.org/2018/06/leaders-focus-too-much-on-changing-policies-and-notenough-on-changing-minds
Schreyögg, G. and Sydow, J., 2011. Organizational path dependence: A process view. Organization Studies, 32(3), pp.321-335.
Smith, W.K. and Lewis, M.W., 2011. Toward a theory of paradox: A dynamic equilibrium model of organizing. Academy of management Review, 36(2), pp.381-403.
Stouten, J., Rousseau, D.M. and De Cremer, D., 2018. Successful organizational change: Integrating the management practice and scholarly literatures. Academy of Management Annals, 12(2), pp.752-788.
Weick, K.E. and Sutcliffe, K.M., 2015. Managing the unexpected: Sustained performance in a complex world. John Wiley & Sons.
Weick, K.E., Sutcliffe, K.M. and Obstfeld, D., 2005. Organizing and the process of sensemaking. Organization science, 16(4), pp.409-421.