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32561 Leading Organisational Change

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Information Technology: Information, Systems and Modelling
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject explores a set of fundamental concepts and models relating to leading and managing change in the evolving knowledge economy. Central themes include an understanding of core organisational process and structure, and the ways in which leaders can drive strategic change. The subject presents dilemmas in, and approaches to implementing change in real companies through a set of case studies. Students enhance their conceptual understanding of organisational change through a collaborative process involving participants, theory and industry practitioners. They apply this emergent understanding through the completion of a work-based change management project. This subject challenges students for higher management roles.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1. Identify the main processes and routines that constitute an organisation, identify how they are used to support steady state operations in the organisation, and how changes to those processes and routines could be used to initiate or support a change intervention;
2. Identify types and stages of change, and design interventions to support change initiatives through frequently encountered challenges;
3. Formulate and implement a context-relevant change approach
4. Better manage work-group / team conflict arising in the context of change
5. Measure key indicators before, during or after a change intervention.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):

  • Identify, interpret and analyse stakeholder needs (A.1)
  • Establish priorities and goals (A.2)
  • Identify constraints, uncertainties and risk of the system (social, cultural, legislative, environmental, business etc.) (A.3)
  • Apply systems thinking to understand complex system behaviour, including interactions between components and with other systems (social, cultural, legislative, environmental, business etc.) (A.5)
  • Identify and apply relevant problem-solving methodologies (B.1)
  • Design components, systems and/or processes to meet required specifications (B.2)
  • Synthesise alternative/innovative solutions, concepts and procedures (B.3)
  • Apply decision-making methodologies to evaluate solutions for efficiency, effectiveness and sustainability (B.4)
  • Implement and test solutions (B.5)
  • Communication and coordination - Engineering and IT practice involves the coordination of a range of disciplinary and interdisciplinary activities to arrive at problem and design solutions (E.0)
  • Communicate effectively in ways appropriate to the discipline, audience and purpose (E.1)
  • Work as an effective member or leader of diverse teams within a multilevel, multidisciplinary and multicultural setting (E.2)
  • Be able to conduct critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements (F.1)

Teaching and learning strategies

This learning experience involves students participating in a block mode format where they will meet in class 5 sessions for 7 hours at a time.

During class, students will participate in three pillars of delivery: class presentation, student delivery followed by group workshops. The feedback loop is integral to each class time in order to develop collaborative and reflective practices and inform students of their progress.

Outside of class, students will also meet, as groups, to conduct in-situ task relevant to their organisational change initiatives. This enables students to actively engage with the material in practice.

The three-pillar approach strategically informs each assessment tasks.

Content (topics)

  • Definitions of organisation and core processes in organisations
  • Structure, routines, institutionalisation and culture
  • The nature of change, types of change, stages of change
  • Change contexts: Timing, stakeholders, environments
  • Change models
  • Leading / managing change in organisations
  • Common pitfalls in initiating and managing change
  • Managing conflict in teams
  • Risk and reward in change
  • Measuring progress

Assessment

Assessment task 1: Individual case submissions

Intent:

The individual case presents an opportunity for participants to:

  1. Analyse the change challenge within a lived organisation.
  2. Formulate context for change and objectives.
  3. Propose practical actions and success criteria that are context relevant to implement the change.
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1, 2 and 3

This assessment task contributes to the development of the following course intended learning outcomes (CILOs):

A.1, A.2, A.3, A.5, B.1, B.2, B.3 and B.4

Type: Case study
Groupwork: Individual
Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Identifying core elements of an organisation and their role in maintaining organisational momentum or bringing about organisational change. 35 1 A.1, A.2, A.3, A.5
Identifying a need for change, and locating change interventions that are most appropriate. 35 2 B.1, B.2, B.3, B.4
Formulating change plans, success criteria and assessing the probability of their success 30 3 B.2, B.3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Individual pre-reading presentations

Intent:

The presentations give an opportunity for participants to practice:

  1. Identifying, understanding and synthetising core concepts relevant to organisational change.
  2. Linking concepts to other theories and empirical studies.
  3. Translating concepts into their own context.
Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1 and 2

This assessment task contributes to the development of the following course intended learning outcomes (CILOs):

A.1, A.2, A.3, A.5, B.1, B.2, B.3 and B.4

Type: Presentation
Groupwork: Individual
Weight: 40%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Capture main concepts from organisational change studies and theories (from the assigned pre-reading) 40 1, 2 B.1, B.2, B.3, B.4
Critically relating concepts to other organisational change studies and theories (from other pre-reading or in-class material) 40 1, 2 A.5
Translating and linking theoretical or empirical concepts to own experience and current socio-economic-environmental context 20 1, 2 A.1, A.2, A.3, A.5
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Group assignment

Intent:

The group assignment provides an opportunity to reinforce learning relating to all subject objectives, extending the learning into a specific, real organisation, into the domain of implementation, and within a team context.

Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4 and 5

This assessment task contributes to the development of the following course intended learning outcomes (CILOs):

A.1, A.2, A.3, A.5, B.1, B.2, B.3, B.4, B.5, E.0, E.1, E.2 and F.1

Type: Project
Groupwork: Group, group assessed
Weight: 30%
Length: Length for presentation in session 5

The final presentation should be no more than 12 slides in length. The group assignment provides an opportunity to reinforce learning relating to all subject objectives, extending the learning into a specific, real organisation, into the domain of implementation, and within a team context. A 20-minute presentation should be made to the class, followed by discussion. Slides for the presentation should be submitted to UTSOline. Assessment will be based on the presentation and associated discussion.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Analyse the change challenge in an organisational scenario 30 1, 2, 4 A.1, A.2, A.3, A.5
Design an intervention to drive the change 50 3, 4 B.1, B.2, B.3, B.4, B.5, E.0, E.1, E.2
Implement practical actions, test impact and propose a modified plan for future action 20 1, 4, 5 B.4, B.5, F.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

In order to pass the subject, a student must achieve an overall mark of 50% or more.

Required texts

There is no prescribed text for this subject. Aspects of the following text have been incorporated into the design and presentation of the subject, and participants may wish to purchase this text for reference: Palmer, I, Dunford, R and Akin, G (2006). Managing Organizational Change: A Multiple Perspectives Approach. McGraw-Hill / Irwin: New York.

References

Recommended and required readings for the subject for each session are published on UTSOnline.