Organisational Change Management

1. Key information

Module: Organisational Change Management

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. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a 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 (e.g. case study).

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 case study (3,000 words)
3. Intended Learning Outcomes

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

3.1 Employability skills delivered 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

4. Outline Delivery
The table below is indicative only and can be customised as necessary

Wk Lecture Seminar/Workshop Student-managed learning
1
The context and meaning of change Experiential learning activity – change game Senior and Swailes chapter 1
2
Organizations and their environment Nokia case study – strategic analysis Senior and Swailes chapter 2
Nokia feels heat as it tries to be cool: How a world leader plays catch-up in a fickle market, Strategic Direction, Vol.21, No.5, 21- 23.
3
Organizational structure, design and change Theory x/ Theory Y questionnaire – top down/ bottom up approaches to change Senior and Swailes chapter 3
Fletcher, J.,&Olwyler, K. (1997). Paradoxical thinking:How to profit from your contradictions. San Francisco: Berrett-Koehler.
4
Cultures for change Nampak Plastics culture change case study – JIGSAW group activity Senior and Swailes chapter 4
5
Politics of change Personal influence style questionnaire and discussion around examples and experiences of power and influence in workplace Senior and Swailes chapter 5
6
Leadership and management of change Values based leadership – experiential learning activity Senior and Swailes chapter 6
7
Leadership and Management of change Leading change experiential sub-group managers and workers activity (barriers to change, Lewis and Grosser, 2012) Senior and Swailes chapter 6
8
Models of change OD interventions – Frames exercise
Help4U case study Senior and Swailes chapter 7
9
Models of change United utilities/ CACHE case study Senior and Swailes chapter 8
10
Methods for change Future search/ time-line – experiential group exercise Senior and Swailes chapter 9
11
Methods for change Elec case study Senior and Swailes chapter 9
12
Module reflection
etc

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g. illness), please contact your Module Tutor.

Anglia Ruskin will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies.

International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.

5. Assessment
The assessment for this module consists of two parts. Submission dates vary.

Part Type of assessment Word or time limit Submission method Submission dates
1 Case study part A 600 words Turnitin®UK GradeMark Week 8 – Friday
2 Case study part B 2400 words Turnitin®UK GradeMark Week 12 – Friday

Part 1 – Assignment

1: Read the memo below
2: Write a report to the Chief Executive Officer (your client) which addresses how you are going to change SCC in response to the memo, and the SCC workshop.
3: The assignment will be completed in two stages – Part A and Part B – to form one overall piece of work.
4: The case study requires inference from the initial surface cues in the case study, using evidence and reasoning. This means that you must use your developed subject knowledge, from wider reading, to detect and analyse the underlying and hidden issues which the case study memo initially suggests. The purpose of this is to enable your own informed judgment and perspective to be made, and demonstrate deeper high level learning.
Case study – CEO memo
County council staff warned over major job cuts
HUNDREDS of jobs will go at Suffolk County Council – but staff are not doing enough to prepare for the brave new world.
That is the blunt message to thousands of council staff from chief executive Andrea Hill in her latest newsletter.
Mrs Hill warns that while the council has developed a policy entitled “A New Strategic Direction,” staff have been far too slow in putting it into practice.
She said: “I am more convinced than ever that our new strategic direction is right.
“We spent many months co-authoring it and sharing it. My concern is that we are not delivering it.
“People know the ‘burning platform’ of financial crisis is coming, but we are acting as if it’s off the shores of Louisiana – too remote to affect us.”
She warned that losing jobs was not the answer to the council’s financial problems – a gap of £153 million is expected to open up in the council’s budget by 2013.
She said in the newsletter: “This will mean fewer people will work for the council in the future. There will be job losses. I don’t know how many – if I did, I would tell you – but we need to reduce our staffing costs.
“Just reducing our headcount however won’t close our budget gap: I thought it would, but I was wrong. If we cut our managers by 30% – that’s about 400 posts – it would save £55m. So cutting jobs alone is not enough.
“I don’t expect us to be running a big redundancy programme because we can’t afford it.”
Mrs Hill says she wants to reduce the demand on the council’s services: “To prevent the £153m budget gap, we need to switch off the demand for our services in two ways: by addressing the root cause of social problems and fixing them once and for all; and by building social capital to strengthen communities to help themselves.
“Where services still need to be provided, we will work collaboratively with district councils, health, police and the voluntary sector to join up services across the public sector using lean systems thinking to cut out waste and meet real (rather than perceived) customer needs.
“Currently the council is not fit to do this.”
Opposition leader Kathy Pollard was surprised by the tone of the newsletter.
She said: “I’m not sure what she means about switching off the demand for services – how do you switch off the demand for children’s services? How do you stop people becoming old and frail? Do you stop them from using libraries? It just doesn’t make sense.
“And we pointed out that the council took on a lot of new members of staff last year. Is that all going to be pushed into reverse?”
Council leader Jeremy Pembroke has said that the county badly needs to change the way it operates, and that Mrs Hill was hired because of her skill at coming up with radical solutions to serious problems facing the county.
“That is why we felt we had to pay for the best when it came appointing a new chief executive,” he said.
The full text of Mrs Hill’s newsletter:
Reshaping the council: A call to action
On Friday, whilst the country was excitedly watching the outcome of the General Election and who might form the next government, there was as much energy and excitement in a community hall in Kesgrave. Why? Because 175 managers from across the council were working out how to implement the New Strategic Direction.
We know a new government signals a new era of financial austerity. With the General Election Campaign over, politicians of all parties will need to get real about the size of the spending cuts to come. I’m not expecting our budgets to increase for the next 6 years, but our costs will. If we do nothing, our budget gap will be £153 million by 2013.
I am more convinced than ever that our New Strategic Direction is right. We spent many months co-authoring it and sharing it. My concern is that we are not delivering it. Friday’s workshop proved that at least 175 colleagues understand the direction. People know the ‘burning platform’ of financial crisis is coming, but we are acting as if it’s off the shores of Louisiana – too remote to affect us. So Friday was a call to action – the start of a new programme of change that will reduce our costs.
The New Strategic Direction is about radically redesigning public services across Suffolk to achieve the Suffolk Story priorities in the new, reduced, financial context. It is about challenging our spend and dramatically reducing our costs. To prevent the £153m budget gap, we need to switch off the demand for our services in two ways: by addressing the root cause of social problems and fixing them once and for all; and by building social capital to strengthen communities to help themselves. Where services still need to be provided, we will work collaboratively with district councils, health, police and the voluntary sector to join up services across the public sector using lean systems thinking to cut out waste and meet real (rather than perceived) customer needs. Currently the council is not fit to do this: that’s why I wrote ‘Reshaping the Council’ to challenge us into a new way of thinking. That’s why I’ve brought in a new Director for Organisational Change (Max Wide) to develop a hardnosed programme to implement the New Strategic Direction.
I believe the council needs to change. It is too slow, too complex, over elaborate, risk adverse, designed more for the regulator than the customer, and now – in a new financial climate – too expensive. I know it will need to be leaner, smaller, cheaper, more creative, and more innovative. That means we need to radically rethink what we do and how we do it. We have to develop more commercial skills to understand our costs better and drive them down.
This will mean fewer people will work for the council in the future. There will be job losses. I don’t know how many – if I did, I would tell you – but we need to reduce our staffing costs. I heard a rumour last week that some people thought if they got on the invite list for Friday’s workshop, their jobs were safe. Not true. Those who attended heard me tell them that. I want our most creative, innovative, hardworking colleagues to stay in the council. I’ll try to encourage that to happen. Just reducing our headcount however won’t close our budget gap: I thought it would, but I was wrong. If we cut our managers by 30% – that’s about 400 posts – it would save £55m. So cutting jobs alone is not enough.
I don’t expect us to be running a big redundancy programme because we can’t afford it. Nor do I think we have the public sympathy to spend taxpayers’ money on paying people to leave. So we’ll need to think more creatively about how we get staffing costs down – we certainly can’t afford to keep recruiting people (we recruited 1,800 new staff last year) or to allow non-performance to go unchallenged.
The great thing about Friday’s workshop is it showed managers across the council know that the council needs to change. The reality of the financial crisis is well known. The need for change is accepted – what we now need to focus upon is how to change. How to “de-treacle” the council without alienating the regulators. How to radically rethink whether we should still deliver all services. How to reduce demand for our services in the future. How to rethink our current assumptions.
Andrea Hill
Chief Executive

Report writing guidance

Assessment Part A (TOTAL 20% marks – Friday week 8 submission)

SECTION ONE: Introduction to the report (600 words = 20% marks)
The introduction allows your busy client/ reader to preview the nature of the project you have undertaken for your busy client/ reader. Essentially, the introduction forecasts the basic organization of the report. The following questions should be addressed and/or considered in the introduction to the report:

• What are the underlying and wider case study problems and key issues facing the SCC organisation?

Be specific and concise. Clearly and initially explain and outline how different external environmental pressures are causing the need for urgent change at SCC. Then clearly explain how some different internal problems might arise from the need for change.

This means that the opening of your report should outline and explain the relationship between the internal and external environment, concisely using theories, concepts and examples which are referenced.

Your goal here is to show the reader that you understand the problem or opportunity, as well as the relationships or events that will affect the problem and its solution.
• What is the purpose of the report proposal?

Even through it might seem obvious to you, the purpose of the proposal is to describe a problem or opportunity and propose a course of action. Be specific in explaining what you want to do. A good report will provide the client with a clear selling point which clearly and concisely tells the reader what the overall report will conclude and decide. This purpose of providing the reader with a clear selling point is to capture a busy client’s attention and interest.

• What is the organization of the proposal?

Provide concise signposts which clearly indicate what will be explored in each section. Signposts are important because they clarify for the reader/ client how the report will be logically structured and what the report will focus upon in each section.

Assessment Part B (TOTAL 80 % marks – Friday week 12 submission)

SECTION TWO: Background

Because not all clients will necessarily be competent in your field, the background section needs to clearly articulate the context behind your research.
The Background Sections require you to conduct comprehensive research. Your suggestions need to be based on the research that you have conducted, and this research needs to be demonstrated to your client.
Again, your ethos as a sound provider of business advice is largely based on the research that supports your findings and ideas.

Background Sections
Normally all of the categories of background information listed in the report introduction can be fully developed. This means that the different report sections will be logically linked.

Please use the following background sections as a guide for the focus and structure of section two of the report. The order of these sections can be varied if such an alteration makes sense.

• How possibly might your client address the underlying problems faced outlined during the introduction?

Problems – Findings (750 words = 25% marks): In this sub-section of the report clearly outline and explain how your client can address the underlying problems, and the burning platform issue of the need for urgent change.

You might consider in this section Kotter’s idea of developing a guiding coalition to align top down down and bottom up change. This section will need to connect more broadly with the relationship between organisational development and employee involvement. For example, a guiding coalition involves developing a group of managers/ leaders such as a management team. Therefore, involving groups relates to the collective character of change. A guiding coalition as a group relates also to the political character of change. Furthermore, individual members of a guiding coalition also requires change agency skills which also relate, more broadly to both the management and leadership of change.
Solutions Focus – Findings (750 words = 25% marks) In this sub-section of the report clearly outline and explain what specific change management practices and interventions such as organisational development methods might be used. Then outline how long the possible time scales or time frames (when) for these change management practices and interventions might be. In this section you might consider for example what specific time based organisational development (OD) methods such as future search and open space might be used, and when (time scale).
SECTION THREE: Conclusions

Limitations (450 words = 15% marks) Critically reflect upon and recognise the limitations of your proposed possible solutions. This section should present a balanced conclusion to your work, and reflect your analysis in the preceding sections.
This section might consider the ongoing problems of continuous change for people in organisations such as the psychological contract, engagement and insecurity, and practical difficulties of OD and employee involvement.
SECTION FOUR: Recommendations
Implementation – recommendations (450 words = 15% marks) In this final sub-section of the report clearly outline and explain how and in what ways your solutions outlined above can or will actually be executed or implemented.

This section of the report might consider leadership development programmes which enable continuous change in the longer term to be addressed, and changes to leadership styles which enable more effective leadership of change. Other examples of what might be considered include:

• Employee Assistance programmes (EAP) – these are OD and EI methods which directly address problems of employees coping with change, and link to softer approaches to change
• External consultants or Envoys – You might consider SCC employing external change experts such as envoys (see ACAS) who can provide specialist knowledge and expertise regarding different aspects of restructuring and change.
• Team working/ building: You might consider recommending developing group working through use of T groups to help people cope with changing roles and relationships, or communities of practice to developing knowledge working and innovation and thus new product development
• Management accounting frameworks: You might consider linking accounting frameworks such as the balanced scorecard and intellectual capital to soft aspects of change such as leadership and people management.
Report writing – Do’s and Dont’s

Your ethos as a sound provider of business advice, to an important client (CEO), is largely based on wide research and evidence that supports your findings and ideas.

Relate and unify all of the sections so that it reads as a coherent whole. Use good transitions or signposts between sections, and conclude with a section in which you pull together and evaluate the background.

A good report demonstrates logical, evidenced and reasoned analysis and argumentation, and minimizes prescription, insinuation, description and speculation.

A good report demonstrates good study skills and does not use:

• inappropriate websites such as business balls, team technology, mindtools, Wikipedia, toolkit.goodpractice, tutor 2u.net etc
• low level theories such as Maslow,
• images, lists, models, diagrams, bullet points which are presented but not fully explained in great detail.

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. 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 accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.
5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]

You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments handed into the iCentre will NOT be marked. You must put YOUR Student ID number (SID) as the submission title (details below).

You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking.

The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE.

When you submit your paper, remember to:

ONLINE SUBMISSION AND FEEDBACK THROUGH GRADEMARK

At the post date you will get your feedback through Turnitin/Grademark. We have implemented this online feedback system to give you the following benefits:

• More timely receipt of your feedback;
• Better quality feedback;
• The ability to hand in your work online;
• Reduction in time spent queuing to hand in and pick up your assignments;
• The ability to receive marker feedback when it is posted, regardless of your location;
• Reduction of both yours and the university’s carbon footprint by no longer printing work.

HOW TO VIEW YOUR FEEDBACK

Click on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer. A new window will open and you will see your feedback on the right-hand side of the screen. Or click on the grey arrow to download a copy of your assignment and feedback.
POINTS TO NOTE

1. The due date as seen in eVision is the official submission deadline. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work – the system becomes extremely busy and can be slower during the period of the deadline.

2. Grademark final submission classes will become available 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed.

3. All work submitted MUST be entitled by your Student ID number.

4. Any work handed in via the iCentre will NOT be marked.

5. The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of the originality report is not required.

6. The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations).

7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits.

8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: LAIBS_Grademark_Support@anglia.ac.uk

5.2 Submitting your work [Students in all other locations at Associate Colleges]

All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.
5.3 Marking Rubric and Feedback

The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work.

Feedback

You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff through Grademark at Cambridge and Chelmsford. At other locations and Associate Colleges, this is provided through the completion of the assignment coversheet on which your mark and feedback 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.

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University 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 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.

5.4 Re-Assessment (resit)
If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.
6. How is My Work Marked?
After you have submitted your work 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. These include:

• Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

• Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking

• External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) – who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.

• Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the HRMOBT DAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:

HUMAN RESOURCE MANAGEMENT; ORGANISATIONAL BEHAVIOUR AND TOURISM
External Examiner’s Name Academic Institution Position or Employer
Dr Janet Astley
York St John University Senior Lecturer
Dr Julia Pointon
De Montfort University Principal Lecturer
Dr Lynne Powell University of Northumbria at Newcastle Senior Lecturer
Dr Paul Smith University of Sunderland Associate Dean (Resources & Research)
Dr Nancy Stevenson University of Westminster Principal Lecturer and Programme Leader
The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo.
Anglia Ruskin’s marking process is represented in the flowchart below:

Anglia Ruskin’s marking process is represented in the flowchart below:

7. Assessment Criteria and Marking Standards
7.1 Specific Assessment Criteria and Marking Rubric

100 90 80 70 60 50 40 30 20 10
Definition 20 %
– Apply theories and concepts of strategic change such as environmental pressures, organisational structure, types of change, resistance to change and leadership/ management styles to identify, and explain what the primary underlying case study organizational change problems and challenges are Exceptional information base exploring and analysing the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies Outstanding information base exploring and analysing underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Theory and concepts and examples applied with extraordinary originality and autonomy.
No logical inconsistencies Excellent knowledge base that supports independent and original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Minor logical inconsistencies evident which merit need for further development Good knowledge base that supports independent and some original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Some logical inconsistencies evident which merit need for further development Satisfactory knowledge base that supports some independent and some original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major logical inconsistencies evident which merit need for further significant development Basic knowledge used demonstrate some analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further significant development Limited knowledge used demonstrate little analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further significant development Little evidence of a knowledge used demonstrate little analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further major development Little evidence of a knowledge used demonstrate no analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further major development No knowledge base used demonstrate no analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Widespread inconsistencies evident which merit need for further major development
Discovery 25%
Applying theories and concepts such as leadership/ management, metaphors/ frames, engagement and communication evaluate and explain how might these underlying problems be addressed Exceptional information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are considered and engaged with. Exceptional Attention to complex issues and interrelationships consistent. Outstanding information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are considered and engaged with. Outstanding attention to complex issues and interrelationships predominantly consistent Excellent information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are considered and engaged with. Excellent attention to complex issues and interrelationships with some minor inconsistencies in places Good knowledge base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are considered and engaged with. Good attention to complex issues and interrelationships with a number of widespread logical inconsistencies Satisfactory knowledge base exploring and analysing how the underlying problems can be addressed. Some original insights, in addition to widespread descriptive and prescriptive insights evident throughout demonstrates some evaluation and explanation of how underlying problems can be addressed. Some Attention to complex issues and interrelationships with a number of widespread logical inconsistencies Basic knowledge base exploring and analysing how the underlying problems can be addressed. Basic descriptive and prescriptive insights are evident and widespread which demonstrates basic evaluation and explanation of how underlying problems can be addressed. No attention to complex issues and interrelationships with a number of major widespread logical inconsistencies Limited knowledge base exploring and analysing how the underlying problems can be addressed. Limited descriptive and prescriptive insights evident and widespread which demonstrates advanced evaluation and explanation where wider factors and deeper underlying factors are considered and engaged with. No attention to complex issues and interrelationships with a number of widespread logical inconsistencies Little evidence of a knowledge base exploring and analysing how the underlying problems can be addressed. No insights evident throughout demonstrate any evaluation and explanation of how underlying problems can be addressed. No attention to complex issues and interrelationships. Widespread logical inconsistencies Inadequate knowledge base exploring and analysing how the underlying problems can be addressed. No insights evident throughout demonstrate any evaluation and explanation of how underlying problems can be addressed. No attention to complex issues and interrelationships. Widespread logical inconsistencies No evidence of a knowledge base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are considered and engaged with. No attention to complex issues and interrelationships with a number of widespread logical inconsistencies
Dream 25%
Applying theories and concepts such as models of change, individual change, team, change or structural change appraise and explain What and when might the possible or potential solutions be?
Exceptional information base aids exploration of complex inks within and between issues. Original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT). Outstanding information base and study skills aids exploration of complex links within and between issues. Excellent original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT). Excellent knowledge base and study skills aids exploration of complex links within and between issues. Exceptional original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT). Good knowledge base and study skills aids exploration of complex links within and between issues. Good original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT). Satisfactory knowledge base and study skills aids satisfactory exploration of complex links within and between issues. Some original specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT). Basic knowledge base and study skills aids some basic exploration of issues. Insufficient specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT). Limited knowledge base and study skills aids limited exploration of complex links within and between issues. No clear and justified specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT). Little evidence of a knowledge base and developed study skills aids little exploration of complex links within and between issues.
No clear and justifiable specification of possible/ estimated time frames (WHEN) which
connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No clear or justifiable specification of specific change methods (WHAT). Inadequate knowledge base and study skills aids inadequate exploration links within and between issues. No clear and justifiable specification of possible/ estimated time frames (WHEN) evident which connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No specification of specific change methods (WHAT). No evidence of a knowledge base and study skills to aid exploration of links within and between issues. No specification and clear justifiable specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No specification of specific change methods (WHAT).
Design 15%
Applying organisational development theories, concepts and perspectives identify, outline and explain How, and in what ways might these possible solutions be implemented? Exceptional specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Outstanding use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. Outstanding specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Good use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. Excellent specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Good use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. Good specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Good use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. Satisfactory specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Satisfactory use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. Basic specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Some basic use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. Limited specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Little use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. Little evidence of specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Little use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. Inadequate specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Inadequate use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented. No specification and explanation of change management practices which explain how your change management intervention can actually be implemented. No use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.
Destiny 15%
Critically reflect upon and recognise the limitations of your change management intervention and formulate possible solutions which might address and balance these limitations. This section should present a balanced conclusion to your work Exceptional critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention. Outstanding critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.
Excellent
critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention. Good critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention. Satisfactory critical reflection which recognizes some longer term and practical implications for the case study organisation of your change management intervention. Basic critical reflection which may recognize some implications for the case study organisation of your change management intervention. Insufficient clear critical reflection which sufficiently recognizes any implications for the case study organisation of your change management intervention. Little evidence of any critical reflection or understanding which recognizes any implications or relevance for the case study organisation of your change management intervention. Inadequate understanding which does not demonstrate any relevance for the case study organisation of your change management intervention.
No possible understanding which does not demonstrate any relevance for, and possible connections to, the case study organisation of your change management intervention.

7.2 University Generic Assessment Criteria
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 6

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
Characteristics of Student Achievement by Marking Band 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
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. Sat-isfies 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
8. 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. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.
Definitions of Assessment Offences

Plagiarism

Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

• directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;
• using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;
• rewording someone else’s work, without referencing them; and
• handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work.

Examples of collusion include:

• agreeing with others to cheat;
• getting someone else to produce part or all of your work;
• copying the work of another person (with their permission);
• submitting work from essay banks;
• paying someone to produce work for you; and
• allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

• taking unauthorised material into the examination room;
• inventing results (including experiments, research, interviews and observations);
• handing your own previously graded work back in;
• getting an examination paper before it is released;
• behaving in a way that means other students perform poorly;
• pretending to be another student; and
• trying to bribe members of staff or examiners.
Help to Avoid Assessment Offences

Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. You will be able to do tutorials on being honest in your work from the library and other support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism).

You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor.

You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. All students in Cambridge and Chelmsford are also expected to submit their final work through Turnitin®UK as outlined above.

If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills.
Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

9. Learning Resources
9.1. Library

The Talis Aspire Reading List project will begin to be introduced this academic year, more information at:
http://readinglists.anglia.ac.uk/index.html

Academic staff are encouraged to discuss the benefits of using this system with their subject librarian team contact. For the academic year 13/14 we will support the Talis Aspire system in parallel with the former way of traditionally creating reading lists. If you are continuing to use this system, use the template below to indicate the learning resources required. Please discuss this with your library subject team contact http://libweb.anglia.ac.uk/about/stafflist.htm to ensure that students will be able to access these resources through the library.
Library Contacts

Lord Ashcroft International Business School
libteam.aibs@anglia.ac.uk
Reading List Template – Anglia Ruskin University Library

Resources Notes
Key text Senior, B. and Swailes, S. (2010) Organizational Change. 4th edn. Ft prentice Hall, Pearson ed.

Marshall Scott Poole and Andrew H. Van de Ven (eds.)(2004) “Handbook of Organizational Change and Innovation”, New York: Oxford University Press.
This very successful text provides a discussion of change in relation to the complexities of organizational life – with an emphasis on applying the theory into practice. Now thoroughly updated in its 4th edition, Organisational Change reflects a rapidly changing world and considers ‘how change has changed’. The book is structured in three parts. The first part considers the causes and nature of change. Part two ‘opens up’ the organization to expand on issues of structuring for change, the cultural and political contexts for change and how to lead change. Part three moves firmly into addressing the more practical considerations of designing, planning and implementing change. The book’s structure and content also make it accessible to final level undergraduate students. Available as a Library classmark 658.406 SEN
In a world of organizations that are in constant change scholars have long sought to understand and explain how they change. This book introduces research methods that are specifically designed to support the development and evaluation of organizational process theories. The authors are a group of highly regarded experts who have been doing collaborative research on change and development for many years.

Available/ free to download from Google/ Google Scholar
[PDF]
Handbook of Organizational Change and Innovation
wxy.seu.edu.cn/humanities/sociology/…/20101112173029397.pdf
File Format: PDF/Adobe Acrobat
12 Nov 2010 – Handbook of organizational change and innovation / edited by Marshall Scott Poole, Andrew H. Van de Ven. p. cm. Includes bibliographical …

Books: Burnes, B. (2009) Managing Change: A Strategic Approach to Organisational Dynmaics (5th Edition), Harlow: Financial Times/Prentice Hall

Hayes, J. (2010) Theory and Practice of Change Management, Basingstoke, Palgrave MacMillan.
Kets de Vries, M. (2011) Reflections on Groups and Organizations, San Francisco, Jossey- Bass.

C. Huffington, D. Armstrong, W. Halton (2004), L. Hoyle and J. Pooley (Eds.), Working Below the Surface: The Emotional Life of Contemporary Organisations, Karnac: London

Hughes, M. (2010) Change Management: A Critical Perspective. CIPD Managing Change provides the student with an understanding of and guide to managing the complexities of organisational change effectively. The techniques and methods that can be used are reviewed and discussed. Real-life case studies illustrate how these techniques happen in practice and problems and obstacles that can be encountered when managing a change program. These are set in the context of the development of organisational theory and strategy formulation.
Available as Library EBook or classmark 658.406 BUR
John Hayes examines and applies all of the key theories on change to organisational settings
Available in library: classmark658.406 HAY

Reflections on Groups and Organizations looks at the interpersonal and group processes that determine how organizations work within specific contexts, including family firms. It includes studies on dysfunctional leader-follower relationships, downsizing, and organizational transformation Available as library EBook or classmark 158.7 KET

The themes covered in the book are: the emotional world of the organisation and its significance for understanding, decision and action; different perspectives on the nature and exercise of leadership; the dynamics of resistance to change and of creativity; the impact of contextual change on re-shaping the concept of the organization; different ways organizations are responding to issues of personal challenge or vulnerability.
Available in library classmark 302.35 WOR

Explores how and why change occurs, and how this process can be managed effectively; Offers a critical perspective, challenging the main assumptions in this area and ensuring that the complexity of the subject is understood; Critical perspective balanced with an improved including an appendix featuring 20 popular change management techniques
Available in library classmark 658.406 HUG
Journals
Academy of Management Executive
Administrative Science Quarterly
Community Development
Ephemera
Group Analysis: The Journal of Analytic Psychotherapy
Group Dynamics
Harvard Business Review
Journal of Management Studies
Journal of Change Management
Journal of Organizational Change Management
Journal of Applied Behavioural Science
Journal of Applied Psychology
Journal of Managerial Psychology
Leadership
Leadership Quarterly
Learning Organization
Management Learning
Organization
Organizational Dynamics
People Management
Social Science and medicine
Journal of Leadership Studies
Journal of Leadership and Organisational Studies
These journals are indicative – develop your research skills to search the library databases and target specific articles and connect with other disciplines (e.g. education, nursing, psychoanalysis)
e.g. business source premier

Specific journal articles Weick, K. & Quinn, R., (1999). ‘Organizational change and development’. Annual Review of Psychology, 50, pp.361-386.

Tsoukas, Haridimos and Robert Chia. 2002. “On Organizational Becoming: Rethinking Organizational Change.” Organization Science 13:567-582.
Clear and comprehensive overview and review of organisational change literature.
Traditional approaches to organizational change have been dominated by assumptions privileging stability, routine, and order. As a result, organizational change has been reified and treated as exceptional rather than natural. In this paper, we set out to offer an account of organizational change on its own terms-to treat change as the normal condition of organizational life

Websites
Academy of Management: http://www.aomonline.org/Network of Leadership Scholars: http://aomweb.pace.edu/lig/leader.html
International Leadership Association: http://www.ila-net.org/
Social Science Research Network: http://www.ssrn.com/
Centre for Leadership Studies – University of Exeter, UK: http://www.centres.ex.ac.uk/cls/
The Center for Public Leadership – John F. Kennedy School of Government, Harvard University: www.ksg.harvard.edu/leadership/
Lancaster Leadership Centre: www.lums.lancs.ac.uk/leadership

Websites which relate to cutting edge/ contemporary developments and innovations in leading change
Additional notes on this reading list
Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/
Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

Library Contact for Lord Ashcroft International Business School
libteam.aibs@anglia.ac.uk

9.2. Other Resources

VLE

10. 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.

This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements.

In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.
11. Report on Last Delivery of Module
MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.

Module Code and Title: MOD003478: ORGANISATIONAL CHANGE MANAGEMENT
Anglia Ruskin Department: HOT
Location of Delivery: Chelmsford
Academic Year: 2013 Semester/Trimester: 2
Enrolment Numbers (at each location):
Module Leader: Dr Lloyd Gray
Module Tutors: Dr Theresa Simpkin, Dr Lloyd Gray
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 Departmental Assessment Panel.

Total: 124 students (73 students passed module)
07 students 70 – 100
18 students 60- 69
26 students 50 – 59
32 students 40 – 49
41 students 00- 39

Feedback from Students Briefly summarise student responses, including any written comments

Some students found the assessment framework to be used difficult to understand and use.
Some students requested more variety of seminar activities
Different versions of module guide and marking crieria were confusing

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)

Some students enjoyed the assignment format, whilst others found the assignment format difficult to understand and use. Despite using a number of real world case studies, making continual reference to the assessment case study and using real world examples in the lectures it was disappointing that some students found it difficult to make sense of the relation between theory and practice.

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

In response to student feedback, and discussion with the teaching team the following changes will be implemented for the module:

Wider variety of seminar activities including group work, self-assessment, strategic analysis, case study analysis, use of personal experience to personally connect with subject of organisational change
Assessment changed to simpler report format split into two parts to enable early feedback on student progress
Grade Mark to provide effective feedback and clear marking criteria.
Early standardization of Module Guide using External Examiner feedback/ approval to prevent different versions of the module guide being circulated for module team and students
External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module
External Examiner agreed the marks for the module. External Examiner requested clearer and comprehensive marking criteria/ rubric to aid student/ staff interpretation.

Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION
The re-assessment for this module consists of one part:
Part Type of assessment Word or time limit Submission dates
010 Coursework (structured reflection) 3,000 Resit period: 21st July, 2014

Your task
1: Read the case study below
2: Write a report to the Chief Executive Officer (your client) which addresses how you are going to change Elec in response to the problems inferred from the case study
3: The resit assignment will be completed to form one overall piece of work.
4: The case study requires inference from the initial surface cues in the case study, using evidence and reasoning. This means that you must use your developed subject knowledge, from wider reading, to detect and analyse the underlying and hidden issues which the case study memo initially suggests. The purpose of this is to enable your own informed judgment and perspective to be made, and demonstrate deeper high level learning.

Elec Case study
Peter Lohmann and Chris Steyaert (2006) In the Mean Time: Vitalism, Affects and Metamorphosis in Organisational Change. In M. Fuglsang and B. M. Soreneson (Eds) , Deleuze and the Social, Edinburgh, Edinburgh University Press.
Introduction
The study found itself in the paradoxical situation that, as in most change projects, change is not really appreciated or wanted. Rather, change is conceived as something that has to be managed and controlled: it never leaves the Oedipal grip of the effective management team. Change cannot be ‘open to all at any time’ (Patton 2000: 83).
Change becomes identi?ed with a permanent lack, the pursuit of an unreachable ‘ideal’ organisation that will replace the memory of the old one. This reductionist version of change goes hand in hand with the bonmot that change is the only constant of our time (Sturdy and Grey 2003).
A People to Come
At ELEC, the quiet days of being a monopoly were over and life turned around a struggle of becoming competitive. In this ?ssure, the workings of its history became visible through how employees were moved and felt moved around. At ?rst, employees waited and felt insecure; then they were uncertain and they confronted their uncertainty and felt irritated; later they were despondent, exhausted and anxious. The new change discourse that centred on competition and the free market received an echo, an affective silence that contained the collective enunciation of employees. Beyond their multiple individual responses they were moved by a process of waiting, confrontation and exhaustion. Managers, consultants and employees all tried to control and manage this change process, but it always escaped them.
The situation at ELEC is as follows. As a result of the European Commission’s electricity market directive from 1996, ELEC ventured into a series of organisational change processes under different headings. Our study followed a group of about ?fteen employees over a three-year period. The experience of change by employees at ELEC is produced in three movements: ‘waiting’, ‘confrontation’ and ‘exhaustion’, which we illustrate by way of the responses of one of the employees, an assistant accountant.
First, then, there is the waiting. Shortly after the change process was announced, employees experienced that their working lives had changed in a way that many did not think was possible. Being a hundred-year-old monopolistic utility, people had always thought that they could trust ‘Mother ELEC’. When you worked at ELEC, you had found a mother that would take care of you for the rest of your life. While this phrase quickly fell into disuse, people remained patient and tried to act normally, as though nothing concrete had happened so far. They in fact waited for two full years while a number of taskforces analysed and prepared the outline for a new business model, which was based on Business Process Reengineering. After the work groups had made detailed plans for each new unit, the model was of?cially launched a half year later. The largest blow to the organisation was the layoff of 10 per cent of the approximately one thousand employees. This sort of thing had never happened before. This response of waiting is well expressed in the statement of an assistant accountant. He went on at length, stating that during this period of insecurity he knew only what he felt.
We have been informed in a reasonable way. And I mean informed, because we have not been involved. Nobody: not the common people or common employees. The longer the process took, the more people have become frustrated. You are just told that this will happen at this date. When they make something public, you get twenty-?ve words in the internal newsletter that ends with ‘to be continued’; you can’t use that to do anything. The information takes too long to come out. Information therefore starts to spread through more informal channels. People gossip. It is a top–down monologue: ‘we are going to do it like this’. There are no opportunities for dialogue and debate; there is de?nitely no debate. It does not add to the open process that the company claims to be engaged in. That is so inaccurate. It might be that this is more about the feelings that I have than about how things are done. It could be that these changes are all very good, like the new personnel policy. It could be that it favours us employees in areas where we have felt a need for improvement for years. We may even end up with slightly better conditions. Then it is just very irritating and harmful that we have been through all these uncomfortable feelings. Everybody searches the policy for the things they don’t like or understand and then turns it against ELEC. I don’t know. I just know how I feel.

There is a desire for debate in this response. It has already been initiated by the ‘common people’ as a kind of collective murmuring in the corridors. Thus, in the meantime, a second response follows: confrontation. As pointed out by the assistant accountant, the new business model and a new personnel policy constituted signi?cant changes that were supposed to lead ELEC competitively into its future. However, as the government speci?ed further regulatory demands in a new electricity act, ELEC initiated a new project called ‘Quali?ed Development’ in order to reduce costs. For employees, this new change process provoked the question of why, since the new business model had hardly been implemented. It was a double question confronting management and confronting the personal feeling of not being able to follow what happened. People felt they were being pushed around and could not understand the need for a second round of turmoil and chaos.

In the meantime, questions accumulated.

Why are they [the management] answering our questions so mysteriously? Is there something they are not telling us? If this was my company, then I would say to my employees: ‘Listen, we have to do this and that; otherwise we have to ?re you all.’ I mean if everything else fails then why not try the truth? Then there wouldn’t be this difference between what they preach and what they practise. I don’t know and don’t care anymore. They call it an ‘open process’ but nobody knows anything.

Confrontations subsequently arose on three concrete issues. The ?rst confrontation concerns the closing-down of certain locations of ELEC:

How stupid can this be? We use a lot of time and energy discussing how much we should pay internally in rent to ELEC, on moving money between accounts in each unit. We tried to use as few square meters as possible. People, desks, copy machines, computers, archives, you name it, were moved into as few square metres as possible. The result is that large parts of our districts stand completely vacant, whereas people almost sit on top of each other in other parts of these buildings. I mean, if this kind of physical movement is the only outcome after these years of analysis, what have
we come to?

The second confrontation relates to the new style of the personnel department:
I have just had it up to here. I can only laugh at their circus language. It is just so silly with all those English titles and labels. ‘The Human Resources Department’, they say when they pick up the phone. ‘Ohhh’, I say, ‘What happened to our Personnel Department? As part of personnel, where am I now expected to go?’ You know, had this been a football match, we would have lost. Management must be sitting behind a one-way screen. We can see what they are doing, but they do not have any feeling for how employees respond to it.

The third confrontation comments upon the new ?exible work hours:
Flexible for whom? With the huge increase in home-workplaces, we work after the kids have been put to bed. Flexibility – we work long hours, and at all hours, but it is, of course, not registered anymore so we can’t tell for sure. I just know what I see. Not to forget the extra two and a half hours of work we have had added since we now pay for our own lunchtime. I just know that our work conditions have worsened over the last few years.

In the meantime, a new CEO came and, with him, a new attitude. The new CEO expressed the clear goal that ELEC had to focus on ‘its core business’. As a consequence, a market-based organisation emerged, operating with the lowest possible costs. A further dismantling of units and letting go of more employees were also considered necessary. The response was one of exhaustion, anxiety and loss of orientation. An internal investigation of the organisational culture, or ‘management climate’, of the company had been conducted and was now generally referred to as the ‘climate survey’. This company survey illustrated the general ‘dissatisfaction’ felt by staff. We met our assistant accountant again, who had not yet been ?red.

People say it might have something to do with that climate survey. The fact is that the climate is not very good at the moment, in fact it is ice-cold, except in some of the market units where there is said to be high spirits. After thirty-six years in one place it is also hard not to have any in?uence on what you work with and where you do it. Just coming to this building again makes me cry. Since we moved in here, I have always worked here, it is close to my home, but along with the most recent changes, I was offered a job at a location far away from here. I am not really sure that it was an offer, that I had a choice. I could say yes or yes, please, or I would be ?red. I can sit here and think that it is a job, which I have chosen myself, but in fact I have not.

As we talked he sometimes cried, paused and then continued, trying to explain the tears:

When the reorganisation happened last February and March, I needed to talk with somebody about what was happening, to gain some control. When somebody asked me about something, anything, I immediately began to cry. Even my family didn’t know what was going on with me. At my request, I got a referral to a psychologist, which has helped to get me back on track again. And if it is not the mental stress caused by an uncertain future, then it is stress from the huge workload that we have to take on. I have colleagues working between fourteen and sixteen hours a day, because they cannot say no – or might be afraid of saying no. But it gets to them. They wake up one day in bed staring at the ceiling, not knowing why they are here. It will scare them, I know it from experience. As I said to one of our directors the other day, when I coincidentally bumped into him and he asked how it was going: as long as people offer resistance in a company, then things are OK, because it indicates that people care about what they are doing, but when indifference and carelessness sets in then there is a problem. And that is what is happening in ELEC, people don’t care.
Re-assessment: Report writing guidance
SECTION ONE: Introduction to the report (600 words = 20% marks)
The introduction allows your busy client/ reader to preview the nature of the project you have undertaken for your busy client/ reader (CEO). Essentially, the introduction forecasts the basic organization of the report. The following questions should be addressed and/or considered in the introduction to the report:

• What are the underlying and wider case study problems and key issues facing the case study organisation?

Be specific and concise. Clearly and initially explain and outline how different external environmental pressures are causing the need for urgent change. Then clearly explain how some different internal problems might arise from the need for change.

• What is the organization of the proposal?

Please use the following background sections as a guide for the focus and structure of section two of the report. The order of these sections can be varied if such an alteration makes sense.

• How possibly might your client address the underlying problems faced outlined during the introduction?

• Employee Assistance programmes (EAP) – these are OD and EI methods which directly address problems of employees coping with change, and link to softer approaches to change
• External consultants or Envoys – You might consider employing external change experts such as envoys (see ACAS) who can provide specialist knowledge and expertise regarding different aspects of restructuring and change.
• Team working/ building: You might consider recommending developing group working through use of T groups to help people cope with changing roles and relationships, or communities of practice to developing knowledge working and innovation and thus new product development
• Management accounting frameworks: You might consider linking accounting frameworks such as the balanced scorecard and intellectual capital to soft aspects of change such as leadership and people management.
Report writing – Do’s and Dont’s

Your ethos as a sound provider of business advice, to an important client (CEO), is largely based on wide research and evidence that supports your findings and ideas.

A good report demonstrates logical, evidenced and reasoned analysis and argumentation, and minimizes prescription, insinuation, description and speculation.

A good report demonstrates good study skills and does not use:

1. Fish pollution of suspended matter statistic (Bradshaw, Giam, & Sodhi, 2010)
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