Organisational Change Management

www.anglia.ac.uk

Organisational Change Management

Department: Leadership and Management

Module Code: MOD003478

Level: 6

Academic Year: 2017/18

Trimester: 1

Academic Year: 2014/15

Semester/Trimester: two

Contents

Organisational Change Management .................................................................................................................. 1

1. Key information, Introduction to the Module and Learning Outcomes ........................................................ 3

2. Introduction to the Module ........................................................................................................................... 3

3. Learning Outcomes ........................................................................................................................................ 4

4. Outline Delivery .............................................................................................................................................. 4

5. Assessment on this Module ........................................................................................................................... 7

5.1. Assessment Information and Marking Criteria ................................................................................... 7

5.2 Feedback ............................................................................................................................... …...........10

5.3 Marking Criteria for Element 010 – End-Term Coursework 3000 WORDS……………………………………..10

5.4 Module Mark Sheet (Initial Assessment)…………………………………………………………………………………….…11

6 Re-Assessment Information ......................................................................................................................... 11

6.1. Re-assessment Information- 3 elements – 3,000 words 100% ......................................................... 13

6.2 Module Mark Sheet (Reassessment) .................................................................................... …...........14

7 Report on Last Delivery of Module ............................................................................................................ 166

8 Links to Other Key Information .................................................................................................................... 17

1. Key information, Introduction to the Module and Learning Outcomes

Module title: Organisational Change Management

Module Leader: Dr. David Holliman

LSM Module Tutor: Harshinie Perera

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 Learning Platform at http://lsm.edappy.com/  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.

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 elements (1,000 words each) on three different and specific subject topics using set literature.

Each 1,000 word element will address a specific question relating to a specific topic.

3. 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 behaviors 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 5, where the assessment task is linked to these learning outcomes.

4. Outline Delivery

Wk Lecture Seminar/Workshop Student-managed Learning

1

Organizations and their changing environments

Change game experiential activity

Anderson, D., and Anderson, L. (2010) Beyond Change Management: How to achieve Breakthrough results through Conscious Change Leadership, Jossey-Bass. Chapter 1

Carnall, C. and By, R.T. (2007) Managing Change in

Organizations. (5 th

edn) London: FT/Prentice Hall.

Chapter 1-3.

2

The nature of organizational change

Element 1 Anderson, D., and Anderson, L. (2010) Beyond Change Management: How to achieve Breakthrough results through Conscious Change Leadership, Jossey-Bass. Chapter 1

Murthy, C.S.V. (2007) Change Management (eds) Himalaya Publishing House. Chapter 1

Burnes, B. (2005), Complexity theories and organizational change. International Journal of Management Reviews, 7: 73–90

3

Organizational structure, design and change

Element 1 Houchin, K. and MacLean, D. (2005), Complexity Theory and Strategic Change: an Empirically Informed Critique. British Journal of Management, 16: 149–166

4

Strategies for managing change

Element 1 Anderson, D., and Anderson, L. (2010) Beyond Change Management: How to achieve Breakthrough results through Conscious Change Leadership, Jossey-Bass. Chapter 2 and 3

Murthy, C.S.V. (2007) Change Management (eds) Himalaya Publishing House. Chapter 7.

Carnall, C. and By, R.T. (2007) Managing Change in Organizations. (5

th edn) London: FT/Prentice Hall.

Chapter 4-6.

Andrews, J., Cameron, H. and Harris, M. (2008) "All change? Managers' experience of organizational change in theory and practice", Journal of Organizational Change Management, Vol. 21 Iss: 3, pp.300 – 314

Houchin, K. and MacLean, D. (2005), Complexity

Theory and Strategic Change: an Empirically

Informed Critique. British Journal of Management,

16: 149–166.

5

Politics of change Element 2 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.

6

Resistance to change Element 2 Quinn (2010) Deep Change: Discovering the leader within (eds) Jossey-Bass. Chapter 2 and 3

Murthy, C.S.V. (2007) Change Management (eds) Himalaya Publishing House. Chapter 4 and 5.

Razali, M. Z., & Vrontis, D. (2010). The Reactions of Employees Toward the Implementation of Human Resources Information Systems (HRIS) as a Planned Change Program: A Case Study in Malaysia. Journal of Transnational Management, vol 15. no 3, pp. 229- 245

Thomas, R and Hardy, C. (2011). Reframing

resistance to organizational change. Scandinavian

Journal of Management, 27(3): 322-331.

7

Management of change

Element 2 Carnall, C. and By, R.T. (2007) Managing Change in Organizations. (5

th edn) London: FT/Prentice Hall.

Chapter 12-15.

Herholdt, J. (2012) Managing Change in Organisations, Knowres Publishing. Section A.

Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian

Journal of Management, 27(3): 322-331.

8

Leadership and change

Element 3 Anderson, D., and Anderson, L. (2010) Beyond Change Management: How to achieve Breakthrough results through Conscious Change Leadership, Jossey-Bass. Chapter 4 and 7

Jones, B., and Brazzel, B. (2014) NTL Handbook of Organization Change: Principles, Practices and Perspectives (2

nd Edn) Pfeiffer. Part 2.

Carnall, C. and By, R.T. (2007) Managing Change in Organizations. (5

th edn) London: FT/Prentice Hall.

Chapter 9.

Deichmann, D. & Stam, D.A. (2015). Leveraging Transformational and Transactional Leadership to Cultivate the Generation of Organization-Focused Ideas. The Leadership Quarterly, 26 (2), 204-219

9

Change management and change leadership

Element 3 Anderson, D., and Anderson, L. (2010) Beyond Change Management: How to achieve Breakthrough results through Conscious Change Leadership, Jossey-Bass. Chapter 10

Murthy, C.S.V. (2007) Change Management (eds) Himalaya Publishing House. Chapter 7

Ryan, N., Williams, T., Charles, M., and Waterhouse, J. (2008) "Top‐down organizational change in an Australian Government agency", International Journal of Public Sector Management, Vol. 21 Iss: 1, pp.26 - 44

10

Soft systems - Organisational development and employee involvement

Element 3 Murthy, C.S.V. (2007) Change Management (eds) Himalaya Publishing House. Chapter 8

Jones, B., and Brazzel, B. (2014) NTL Handbook of Organization Change: Principles, Practices and Perspectives (2

nd Edn) Pfeiffer. Part 1.

Sørensen, O. H., Hasle, P., & Pejtersen, J. H. (2011). Trust relations in management of change. Scandinavian Journal of Management, 27(4), 405- 417.

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, via this link: http://readinglists.anglia.ac.uk/modules/mod003478.html

5. Assessment on this Module

The assessment for this module consists of one element.

Element Type of

assessment Learning Outcome

Word or time limit

Submission method Final

Submission Date

Key Contact Person

010

Coursework containing 3 elements

1-4

3000 words in total

(consisting of three

1000 words elements)

via Learning Platform

http://lsm.edappy.com/

Please follow email

correspondence for deadlines

and any possible revisions

Tutor

*Draft 2 page summary of assignment

1-4

2 pages draft

covering all three patches

via Learning Platform

http://lsm.edappy.com/

Tutor

* Requirements of the Draft Submission: The draft should be provided for the final assignment. This should cover all three patches. The draft should not exceed the 2 page limit and should consist of a skeleton of your report. Important: You are allowed to submit assignments up to five working days after the published (or extended) deadline. If you do so, the element of assessment to which the assignment contributes will be capped at 40%. You are requested to keep a copy of your work.

Element 010 – End-Term Coursework 3000 WORDS (100%)

Mark Learning Outcome

1. ELEMENT 1 (1,000 words): Strategic Change - How and why can managers apply

complexity theory to implement strategic change?

35% 1, 2, 4

2. ELEMENT 2 (1,000 words): Resistance to Change - How and why does resistance to change affect the implementation of planned organizational change?

35% 1-4

3. ELEMENT 3 (1,000 words): Employee Involvement - How and why can employee involvement help to achieve effective organisational change? 30% 1-3

TOTAL MARKS: 100%

5.1 Assessment Information and Marking Criteria

Element 1 (35% of total marks and maximum of 1,000 words LO.1,2,4): How and why can managers apply

complexity theory to implement strategic change?

 You are required to provide a 1000 word answer on the question ‘How and why can managers apply

complexity theory to implement strategic change? ’ and use the theory to support and justify your

response.

Minimum mandatory reading: Anderson, D., and Anderson, L. (2010) Beyond Change Management: How to achieve Breakthrough

results through Conscious Change Leadership, Jossey-Bass. Chapter 1, Chapter 2 and 3 Andrews, J., Cameron, H. and Harris, M. (2008) "All change? Managers' experience of organizational change in theory and practice", Journal of Organizational Change Management, Vol. 21 Iss: 3, pp.300 – 314 Burnes, B. (2005), Complexity theories and organizational change. International Journal of Management Reviews, 7: 73–90 Carnall, C. and By, R.T. (2007) Managing Change in Organizations. (5th edn) London: FT/Prentice Hall. Chapter 4-6. Houchin, K. and MacLean, D. (2005), Complexity Theory and Strategic Change: an Empirically Informed Critique. British Journal of Management, 16: 149–166

Murthy, C.S.V. (2007) Change Management (eds) Himalaya Publishing House. Chapter 1 and Chapter 7.

Element 2 (35% of total marks and maximum of 1,000 words LO.1-4): How and why does resistance to change affect the implementation of planned organizational change?

 You are required to provide a 1000 word answer drawing upon the theory covered in the module to discuss ‘How and why does resistance to change affect the implementation of planned organizational change?’

Minimum mandatory reading: 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. Quinn (2010) Deep Change: Discovering the leader within (eds) Jossey-Bass. Chapter 2 and 3 Carnall, C. and By, R.T. (2007) Managing Change in Organizations. (5th edn) London: FT/Prentice Hall. Chapter 12-15. Herholdt, J. (2012) Managing Change in Organisations, Knowres Publishing. Section A. Murthy, C.S.V. (2007) Change Management (eds) Himalaya Publishing House. Chapter 4 and 5. Razali, M. Z., & Vrontis, D. (2010). The Reactions of Employees Toward the Implementation of Human Resources Information Systems (HRIS) as a Planned Change Program: A Case Study in Malaysia. Journal of Transnational Management, vol 15. no 3, pp. 229- 245 Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian Journal of Management, 27(3): 322-331.

Instructions on completing each element of the end-term coursework

Element 3 (30% of total marks and maximum of 1,000 words LO.1-3): How and why can employee involvement help to achieve effective organisational change?

 You are required to provide a 1000 word answer in relation to the theory covered in the module and discuss ‘How and why can employee involvement help to achieve effective organisational change? ‘

Minimum mandatory reading: Anderson, D., and Anderson, L. (2010) Beyond Change Management: How to achieve Breakthrough results through Conscious Change Leadership, Jossey-Bass. Chapter 4 and 7 Jones, B., and Brazzel, B. (2014) NTL Handbook of Organization Change: Principles, Practices and Perspectives (2nd Edn) Pfeiffer. Part 1 and Part 2. Carnall, C. and By, R.T. (2007) Managing Change in Organizations. (5th edn) London: FT/Prentice Hall. Chapter 9. Deichmann, D. & Stam, D.A. (2015). Leveraging Transformational and Transactional Leadership to Cultivate the Generation of Organization-Focused Ideas. The Leadership Quarterly, 26 (2), 204-219 Anderson, D., and Anderson, L. (2010) Beyond Change Management: How to achieve Breakthrough results through Conscious Change Leadership, Jossey-Bass. Chapter 10 Murthy, C.S.V. (2007) Change Management (eds) Himalaya Publishing House. Chapter 7 and Chapter 8. Ryan, N., Williams, T., Charles, M., and Waterhouse, J. (2008) "Top‐down organizational change in an Australian Government agency", International Journal of Public Sector Management, Vol. 21 Iss: 1, pp.26 - 44 Sørensen, O. H., Hasle, P., & Pejtersen, J. H. (2011). Trust relations in management of change. Scandinavian Journal of Management, 27(4), 405-417.

Further instructions:

 You must answer each of the following three questions.

 You must at the very least read and use the journal articles, and course text book highlighted in the teaching outline, 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 the reading list to conduct wider reading, in addition to this mandatory reading, to complete your answer to each question

 The total number of words for your completed coursework should not exceed 3000 words.

 All forms of assessment must be submitted by the informed deadline. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. Any late work will NOT be considered and a mark of zero will be awarded for the assessment task in question.

 You are requested to keep a copy of your work.

You are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is accomplished by a member of academic staff providing your mark and associated comments which will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.

The marker of your assignment will include feedback on written assignments that includes answers to these three key questions:

1. What is your overall feedback? 2. How does your assignment compare to the marking criteria? 3. How can you improve in the future?

London School of Marketing (LSM) is committed to providing you with feedback on all assessed work within 20 working days of the moderation deadline. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when LSM is officially closed; e.g.: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results .

5.3 Marking Criteria for Element 010 – Coursework 3000 WORDS (100%)

In addition to the marking criteria outlined above, the essay will be marked according to the following level 6, Generic Learning Outcomes:

Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Mark Bands Outcome

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable

Skills

C h

a ra

c te

ri s ti

c s o

f S

tu d

e n

t

A c h

ie v e m

e n

t b

y M

a rk

in g

B a n

d

90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. Work may be considered for publication within Anglia Ruskin University

Exceptional management of learning resources, with a higher degree of autonomy/exploration that clearly exceeds the assessment brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. Work may be considered for publication within Anglia Ruskin University

80-89%

Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy

Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the assessment brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills

70-79%

Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ethics of discipline with considerable originality

Excellent management of learning resources, with degree of autonomy/research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/team/professional/problem-solving skills

5.2 Feedback

60-69%

Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ethics of discipline with some originality

Good management of learning resources, with consistent self- directed research. Structured and accurate expression. Good academic/intellectual skills and team/practical/ professional/problem solving skills

50-59%

Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ethics of discipline

Satisfactory management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times. Satisfactory team/practical/professional/problem-solving skills

40-49%

A marginal pass in module outcome(s) related to GLO at this level

Basic knowledge base with some omissions at the level of theoretical/ethical issues. Restricted ability to discuss theory and/or or solve problems in discipline

Basic use of learning resources with little autonomy. Some difficulties with academic/intellectual skills. Some difficulty with structure/accuracy in expression, but evidence of developing team/practical/professional/problem-solving skills

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark

Limited knowledge base. Limited understanding of discipline/ethical issues. Difficulty with theory and problem solving in discipline

Limited use of learning resources. Unable to work autonomously. Little input to teams. Weak academic/ intellectual skills. Still mainly descriptive. General difficulty with structure/accuracy in expression. Practical/professional/ problem-solving skills that are not yet secure

20-29%

Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of knowledge base. Little evidence of understanding of discipline/ethical issues. Significant difficulty with theory and problem solving in discipline

Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Very weak academic/ intellectual skills. Work significantly descriptive. Significant difficulty with structure/accuracy in expression. Little evidence of practical/professional/problem-solving skills

10-19%

Inadequate knowledge base. Inadequate understanding of discipline/ethical issues. Major difficulty with theory and problem solving in discipline

Inadequate use of learning resources. Unable to work autonomously. Inadequate input to teams. Extremely weak academic/intellectual skills. Work significantly descriptive. Major difficulty with structure/accuracy in expression. Inadequate practical/professional/ problem-solving skills

1-9%

No evidence of knowledge base; no evidence of understanding of discipline/ethical issues. Total inability with theory and problem solving in discipline

No evidence of use of learning resources. Completely unable to work autonomously. No evidence of input to teams. No evidence of academic/intellectual skills. Work wholly descriptive. Incoherent structure/accuracy and expression. No evidence of practical/professional/ problem-solving skills

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to

address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

5.4 Module Mark Sheet (Initial Assessment)

Grades/ marks must be awarded and justified in consistency with the MODULE AND ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS above.

Element 1 = 35% 0-39

40-49

50-59

60-69

70+

Mark awarded

1 mark = 2.8%

How and why can managers apply complexity theory to implement strategic change?

Comments:

/ 40

Element 2 = 35% 0 – 39

40 – 49

54- 59

60 – 69

70+

Mark awarded

1 mark = 2.8%

How and why does resistance to change affect the implementation of planned organizational change?

Comments:

/ 30

Element 3 = 30% 0 – 39

40 – 49

54- 59

60 – 69

70+

Mark awarded

1 mark = 3.3%

How and why can employee involvement help to achieve effective organisational change?

Comments:

/ 30

Overall Assessment (please comment):

Total mark

6 Re-Assessment Information

You are required to complete a re-sit assessment for this module. Please ensure you are aware of the assessment as it is different to the original assessment.

6.1 Re-assessment Information- 3 elements – 3,000 words 100%

Mark Learning Outcome

1. ELEMENT 1 (1,000 words): Strategic Change - How and why can complexity

theory be used by change agents to understand emergent change?

35% 1, 2, 4

2. ELEMENT 2 (1,000 words): Resistance to Change - How and why do change agents need to use different skills to reduce the negative impact of political behaviour during organisational change?

35% 1-4

3. ELEMENT 3 (1,000 words): Employee Involvement - How and why might managers need to use different organisational development techniques to lead organisational change?

30% 1-3

TOTAL MARKS: 100%

Instructions on completing each element of the Re-assessment coursework:

Element 1: How and why can complexity theory be used by change agents to understand emergent change?

 You are required to provide a 1000 word answer on the question ‘How and why can complexity theory be used by change agents to understand emergent change?’ and use the theory to support and justify your response.

Element 2: How and why do change agents need to use different skills to reduce the negative impact of political behaviour during organisational change?

 You are required to provide a 1000 word answer drawing upon the theory covered in the module to discuss ‘How and why do change agents need to use different skills to reduce the negative impact of political behaviour during organisational change?’

Element 3: How and why might managers need to use different organisational development techniques to lead organisational change?

• You are required to provide a 1000 word answer in relation to the theory covered in the module and discuss ‘How and why might managers need to use different organisational development techniques to lead organisational change? ‘

Further Instructions:

You must answer each of the three questions.

You must at the very least read and use the journal articles, and course text book highlighted in the teaching outline, to complete your answer to each question and all journal articles are available to access and download from the module reading list and library peer- reviewed journal databases http://libweb.anglia.ac.uk/

The total number of words for your completed coursework should not exceed 3000 words. It is recommended that you prepare and submit your (re)assignment in line with the assessment submission guidance given above.

6.2 Module Mark Sheet (Reassessment)

Grades/marks must be awarded and justified in consistency with the MODULE AND ANGLIA RUSKIN UNIVERSITY

GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS (section 7)

Element 1 = 35% 0-39

40-49

50-59

60-69

70+

Mark awarded

1 mark = 2.8%

How and why can complexity theory be used by change agents to understand emergent change?

Comments:

/ 40

Element 2 = 35% 0 – 39

40 – 49

54- 59

60 – 69

70+

Mark awarded

1 mark = 2.8%

How and why do change agents need to use different skills to reduce the negative impact of political behaviour during organisational change?

Comments:

/ 30

Element 3 = 30% 0 – 39

40 – 49

54- 59

60 – 69

70+

Mark awarded

1 mark = 3.3%

How and why might managers need to use different organisational development techniques to lead organisational change?

Comments:

/ 30

Overall Assessment (please comment):

Total mark

7 Report on Last Delivery of Module

MODULE REPORT FORM

Module Code and Title: Organisational change management - MOD003478

Academic Year: 2017 Semester/Trimester: Tri 03

Module Tutor: Harshinie Perera

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Submissions Department.

The overall submission rate was 87% during the last session with a very good pass rate of 85%. The Mean Mark for the module was 47%.

Feedback from Students Briefly summarise student responses

Student responses are overwhelmingly positive praising the applied and practical nature of the module and it’s assessment. Students have enjoyed learning the module and gathered important knowledge for their day to day life as well as their professional development.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students

Feedback and evaluation on the module is excellent. Module will continue its applied and practical nature retaining the strong emphasis on planned and unplanned change in contemporary work organisations.

Developments during the current year or planned for next year (if appropriate)

The range of on-line resources will be further developed and distributed amongst the students. The inputs obtained by ARU and continuous improvements will be incorporated to the Practice with Workshop Manual in terms of supporting the students with their assignments.

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module

All marks agreed by External Examiner

8 Links to Other Key Information

Assessment Offences: As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. There is more information on these principles and the types of Assessment Offences here: http://www.anglia.ac.uk/modguide4.aspxPenalties for poor academic practice can be severe so ensure you are aware of what is expected and how to reference correctly.

There is a guide to Good Academic Practice here: http://anglia.libguides.com/plagiarism

Attendance Information: Attending all your classes is very important and one of the best ways to help you succeed in this module. Link to more details on the Attendance Requirements here: http://www.anglia.ac.uk/modguide1.aspx

Assessments and TurnitinUK: TurnitinUK is used for submitting the majority of your assessments, it is important that you read the information on preparing your assignment at: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Preparing%20my%20Assignment.aspx Information on submitting your assignment must be read and guidelines adhered to, please ensure you read: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Quick-Start.aspx The direct link to TurnitinUK is: http://www.turnitinuk.com

Feedback in TurnitinUK: Link to more details on the viewing feedback is here:https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Feedback.aspx

How is My Work Marked and Flowchart of Anglia Ruskin’s Marking Process: After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. More information about this is given here: http://www.anglia.ac.uk/modguide5.aspx

Module Evaluation: During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module, more about this process is included here: http://www.anglia.ac.uk/modguide6.aspx

Reading Lists: These are now all available online: http://readinglists.anglia.ac.uk

Re-assessments: Re-assessment dates will be stated on e-vision, you can check the specific date your re- assessment assignment is due in on: http://e-vision.anglia.ac.ukor alternatively, if it is an examination, these are scheduled by the Examinations Unit, the dates and locations will be posted on the following website: http://web.anglia.ac.uk/anet/students/exams/

University Generic Assessment Criteria: This module is at level 6, information on the criteria that the university uses to mark your work can be found here: http://www.anglia.ac.uk/criteria

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