Change Management & Systems Implementation MODULE LEVEL 7 MODULE CREDIT POINTS 15 SI MODULE CODE (if known) MODULE JACS CODE

Transcription

1 MODULE TITLE Change Management & Systems Implementation MODULE LEVEL 7 MODULE CREDIT POINTS 15 SI MODULE CODE (if known) MODULE JACS CODE G500 SUBJECT GROUP MODULE DELIVERY PATTERN ( as applicable or give dates for non-standard delivery) NB "Semester 3" ends on 31 July each year LONG (2 semesters) SHORT (1 semester) NON-STANDARD DELIVERY Sem 1 & 2 Sem 1 Start Date Sem 2 & 3 Sem 2 End Date Sem 3 Variable MODULE ASSESSMENT PATTERN ( as applicable - also complete Table A, Section 5, below) Single Module Mark with Overall Module Pass Mark of 40% Single Module Mark - Pass/Fail only Up to Three Tasks with Pass Mark of 40% for each Task and Overall Module Pass Mark of 40% Up to Three Tasks - Pass/Fail only Other Overall Module Pass Mark if other than 40% (subject to approval) % MODULE INFORMATION ( as applicable - also complete Table A, Section 5 Is a timetabled examination required for the assessment of this module? Is a timetabled examination required for the reassessment of this module? Is the module delivered wholly by Distance Learning (ie. not timetabled at SHU) Are any staff who are responsible for teaching on this module non-shu employees? MODULE STATUS ( as applicable to status of module in the context of current proposal) Unchanged: an existing module, presented as unchanged from previous years Modified: an existing module being modified as a result of this validation, eg. changes to delivery or assessment pattern, title, credit weighting etc New: new module to be approved through current validation process If status is 'Modified', please give date when modified version is to be available from Breakdown of notional study hours by type (Typically requires 10 hours of notional study time for 1 CATS credit) Tutor-Led (Contact Hours) Tutor- Directed Study Self-Directed Study OTHER COURSES FEATURING THIS MODULE (please list below) IT&M, NTM, IT Professional No No Yes No TOTAL STUDY HOURS for this Module

2 1 AIM OF THIS MODULE To give students the opportunity to analyse the nature of organisational change and the role of Information Technology in relation to this. To explore the relationship between the processes of change and the implementation of systems. To explore the different perspectives that exists on strategic change and the ways in which Information Technology complements these perspectives. To explore emergent, discontinuous, paradigm shifting, theories about the management of change and systems implementation To differentiate and synthesise the various methods available in the achievement of strategic change and systems implementation and analyse their strengths and weaknesses. To develop professional capability in reflexive exploration of their own role as either an agent of change or a participant in the change process and to synthesise sceptically theories and models into organisational practice. 2 BY ENGAGING SUCCESSFULLY WITH THIS MODULE YOU WILL BE ABLE TO Select, explain, and develop theories and current research, appropriate to your own situation and developmental needs, which explore the complex nature of organisational change and effective systems implementation. Critically evaluate and compare the implications of planned and programmatic approaches to change and systems implementation in relation to approaches that are emergent and discontinuous. Critically evaluate emergent themes in the management of change that stress the uncertainty and ambiguity of change processes with particular reference to their implications for IT. Analyse the human implications of the change process for individuals and groups within the organisation Appraise the relationship between the theory and practice of leadership and management in the processes of change and systems implementation Undertake reflective exploration of your own role as either an agent of change or a participant in the change process and to synthesise sceptically the above learning outcomes into the context either of your own organisation or to an organisation known to you. 3 THESE ARE EXAMPLES OF THE CONTENT OF THE MODULE The Nature of Organisational Change. Identification and Understanding of Triggers for Change Different Levels of Change Triggers for Change within the Organisation A Systems Approach Strategic change in action: the Human Side of Change Management Change and the Individual The Complexity of the Human Response to Change Issues of Motivation for Change

3 Issues of Resistance to Change Understanding and Undertaking Culture Change Perspectives on the management of change: the theory and practice of change processes Transformational Leadership and Change Implementation of Planned Change through strategic (but modest) leadership and management. Strategic Decisions and Political Processes Strategic Change and Context Perspectives on the management of change: the nature of planned programmatic change. Planned Change and the Strategic Mindset Key Aspects of the Change Agent s Role in Enabling Change Organisation Development Prescriptive approaches to the change process: Business Process Redesign as an Example. Emergent Themes in the Management of Change. The Ideas of Modernism and Postmodernism The Post-modern Epoch Comparing Modern and Post Modern Organisation Post-modern Transformation Postmodernism Enhances Understanding of Change Management Comparing Modern and Post-modern Assumptions About Change Critical Theory & Critical Management Studies: Organisation Change and Society Defining Chaos Theory and Change Complexity Theory. 4 THESE ARE THE MAIN WAYS YOU WILL BE SUPPORTED IN YOUR LEARNING TO ACHIEVE THESE OUTCOMES The module will be taught 100% online. Through the use of an electronic learning pack the students will be able to explore the main theories and issues associated with the complex nature of organisational change and systems implementation. It is expected that students will build upon the ideas presented in the module by actively researching the domain of Change Management and Systems Implementation. The module is structured to actively encourage student-led discussion through the use of threaded online discussions. In on-line tutorial groups the students will be encouraged to critically evaluate the theories being presented against real world experience (either their own organisational experience or through the use of real world case studies). Throughout the module activities (group and individual) are provided to encourage critical thinking and evaluation and help inform and focus the student on the assessment at the end of the module.

4 5 THESE ARE THE WAYS THAT WILL BE USED TO ENABLE YOU TO DEMONSTRATE YOU HAVE MET THE LEARNING OUTCOMES The assessment will consist of a portfolio of a total of some 4500 words, with two elements 1. a selection of a activities from the online learning pack, focusing on such matters as: The evaluation of approaches to change and systems implementation and place them into the context of their own organisation or an organisation known to them. Critical evaluation of various approaches to the management and leadership of change and systems implementation and to develop their own perspective, using their own organisation (or an organisation well known to them) as underpinning example. Analysis of the human implications of the change process and systems implementation, again using examples to illustrate their discussion and to justify their arguments. 2. a synthesising assignment, the purpose of which is to undertake reflective exploration of your own role as either an agent of change or a participant in the change process and to synthesise sceptically the theory and practice of change into the context either of your own organisation or to an organisation known to you. You will need to meet the following assessment criteria: Your ability to select, explain, and develop theories and current research that are appropriate to your situation and developmental needs so that you show understanding of the complex nature of organisational change and effective systems implementation. Your ability to analyse issues of management and leadership in relation to the human implications of the change process for individuals and groups within the organisation in order to develop good practice in the management of change. Your ability to analyse occasions where planned processes of change are appropriate, when emergent processes of change are appropriate and when the change process needs to be a judicious combination of planned and emergent processes. Your ability to undertake reflexive exploration of your own role as either an agent of change or a participant in the change process and to synthesise sceptically the criteria listed above into the context either of your own organisation or to an organisation known to you.

5 The following typical marking grid gives a summary of the criteria for passing the module and for gaining a distinction. A more detailed breakdown of the marking criteria will be available online. criterion 1 (LO1,5) criterion 2 (LO2,3,4,5) criterion 3 (LO 2) Fail Pass Distinction Poor selection, explanation, Selection and useful Selection, explanation, and and little development of explanation of theories development of theories theories. Limited showing some showing a creative development of appropriacy understanding of them. understanding of them. to situational and Useful linkage of these to Sophisticated and sceptical developmental needs. your situation and integration of these theories developmental needs. to your situation and Little analysis of management and leadership in relation to human implications of the change process for individuals and groups within the organisation. Little understanding of development of good practice in the management of change Little analysis and understanding of the need to discriminate between occasions where planned processes of change are appropriate, when emergent processes of change are appropriate and when the change process needs to be a judicious combination of planned and emergent processes. An answer that does not get beyond prescription. Some analysis of management and leadership in relation to the human implications of the change process for individuals and groups within the organisation. A practical understanding of issues in the development of good practice. Some analysis and understanding of the need to discriminate between occasions where planned processes of change are appropriate, when emergent processes of change are appropriate and when the change process needs to be a judicious combination of planned and emergent processes. A tendency to be prescriptive rather than situation ally reflective. developmental needs. Sophisticated and creative analysis of management and leadership in relation to the human implications of the change process for individuals and groups within the organisation. A sceptical and reflective understanding of good practice in the management of change. A consummate analysis and understanding of the need to discriminate between occasions where planned processes of change are appropriate, when emergent processes of change are appropriate and when the change process needs to be a judicious combination of planned and emergent processes. A situation ally reflective critique of prescriptive 'solutions' to this issue. criterion 4 (LO6) Limited and unreflective exploration of your own role as either an agent of change or a participant in the change process. Limited synthesis of theories or modes of analysis into organisational contexts. Evidence of competence in exploration of your own role as either an agent of change or a participant in the change process. Evidence of ability to synthesise theories or modes of analysis into organisational contexts. Sustained systematic and reflective competence in exploration of your own role in change processes. Sustained reflective and sceptical ability to synthesise theories or modes of analysis into personal change and organisational contexts. ASSESSMENT STRATEGY AND METHODS Task No. TASK DESCRIPTION SI Code Task Weighting % Word Count / Duration 1 Portfolio CW 100% 4500 N In-module retrieval available

6 6 THIS IS HOW YOU WILL BE GIVEN FEEDBACK ON YOUR PERFORMANCE Online discussion will provide a forum for development and refinement of ideas and understanding, and feedback will be provided both by other students and by tutors. In addition, students will be given opportunities during the course of the module to present drafts of their written work and request feedback from tutors. Summative feedback will be provided on a marking grid, with written comments where appropriate. 7 THESE ARE EXAMPLES OF THE KEY LEARNING RESOURCES YOU WILL USE Core Text Darwin, J., Johnson, P., McAuley, J. (2001) Developing Strategies for Change Financial Times Useful Texts Buchanan, D. & Badham, R. (1999) Power, politics and organizational change: winning the turf game. London: Sage Burnes B (2000) Managing change: a strategic approach to organisational dynamics Financial Times Publishing Champy J and Nohria N (1996) Fast Forward Harvard Business Review Books Collins J C & Porras J I (1996) Built to last: Successful habits of visionary companies London: Century Press Cummings, T. G. and Worley C. G. (2000) Organisation Development and Change (7Th Ed) International Thomson Publishing Daft R L (1995) Organization theory and design (Fifth Edition) International Thomson Publishing Gallers, R D and Baets, W R J (Eds.) (1998) Information Technology and Organizational Transformation: Innovation for the 21st Century Organization John Wiley & Sons Knights, D. & Willmott (2000) (Eds.) The reengineering revolution: critical studies of corporate change Sage O'Shaughnessy, John. The Tipping Point (Book Review). Journal of Macromarketing, Dec2000, Vol. 20 Issue 2, p198. Pascale, Richard T. Surfing the Edge of Chaos. Sloan Management Review, Spring99, Vol. 40 Issue 3, p83. Pascale, Richard; Millemann, Mark. Changing the way we change. Harvard Business Review, Nov/Dec97, Vol. 75 Issue 6, p126. Paton R A & McCalman J (2000) Change Management: A Guide to Effective Implementation, Sage Publishing

7 Pfeffer, Jeffrey; Sutton, Robert I. Knowing `What' to Do Is Not Enough: Turning Knowledge Into Action. California Management Review, Fall99, Vol. 42 Issue 1, p83. Pfeffer, Jeffrey; Sutton, Robert I. The Smart-Talk Trap. Harvard Business Review, May/Jun99, Vol. 77 Issue 3, p134. Sennett, R. (1999) The Corrosion of Character; The Personal Consequences of Work in the New Capitalism New York: Norton Stacey R (2000) Strategic Management and Organisational Dynamics: The Challenge of Complexity, Financial Times/Prentice Hall Starbuck, William H. Keeping a butterfly and an elephant in a house of cards: The elements of exceptional success. Journal of Management Studies, Nov93, Vol. 30 Issue 6, p885, 37p, 1 chart, 10 graphs Sterman, John D. System Dynamics Modelling: Tools for Learning in a Complex World. California Management Review, Summer2001, Vol. 43 Issue 4, p8, 18p. Wilson D C (1999) A Strategy of Change: Concepts and Controversies in the Management of Change (2nd Edition), Routledge Zemke, Ron. How Change Really Happens. Training, Oct2000, Vol. 37 Issue 10, p122. REVISIONS Date July 2012 Reason Framework review FINAL TASK According to the Strategy shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Strategy) MODULE REFERRAL STRATEGY Task for Task (as shown for initial assessment strategy) Single Referral Package for All Referred Students Task No. 1 Y N