MBAX6271 Approaches to Change - 2019

Online
Intensive, Sydney CBD
MBAX6271
Postgraduate
Term 2
6 Units of Credit
AGSM

Offering Selection
This course outline is provided in advance of offering to guide student course selection. Please note that while accurate at time of publication, changes may be required prior to the start of the teaching session. To view other versions, visit the archives .

1. Course Details

Summary of Course

Our broad aim in Approaches to Change is to help you strengthen your effectiveness as a change agent, defining "change agent" very broadly as:

'a person who attempts to positively influence organisational change through his or her own actions and through influencing the actions of others'.

The course focuses on:

  • concepts, frameworks and theories that you can use to guide your thinking and practice as a change agent
  • tools and methods that you can use in critically important change processes such as:
    • diagnosing what needs to be changed
    • deciding on the best change to make
    • building the required level of commitment to support and enact the change
    • understanding & handling resistance.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

The central goals of the course are to encourage and enable you to:

  • critically examine the concepts, frameworks and theories that have previously influenced your perspectives on change management and your approach to managing change
  • extend and enrich your repertoire of ideas and perspectives
  • analyse, evaluate and improve your own change-management practices and the change management practices in your organisation
  • expanding your change agent toolkit & repertoire and develop the situational judgement to choose the best tools for particular change-management challenges.

To support these goals, successive Units in the course outline include:

  • a range of concepts, frameworks and theories for understanding change and change management
  • a variety of tools that you can use in critically important activities such as diagnosis, decision-making, assessing readiness for change and building commitment for change.

The course has a strong focus on practical application. The online dialogues, videoconferences and written assessments provide many opportunities to apply the course concepts - to yourself and your own practice as a change agent, to the change management practices you see around yourself, and to organisational case studies.

Additonal Course Details

3. Staff Contact Details

Position Name Email Location Phone Consultation Times
Course CoordinatorGeoffrey Mortimore
Course CoordinatorGeoffrey Mortimore

Class facilitator

Your Class Facilitator will support your learning by:

  • conducting videoconferences
  • facilitating online dialogues
  • facilitating two weekend workshops (in the intensive delivery mode)
  • giving guidance about course content and assessment requirements
  • providing feedback on the assessments that you complete during the course
  • assessing your progress through the course.

Class Facilitators comprise academics and industry practitioners with relevant backgrounds.

Course Coordinator

Each course has a Course Coordinator, who is responsible for the academic leadership and overall academic integrity of the course. The Course Coordinator selects content and sets assessment tasks, and takes responsibility for specific academic and administrative issues related to the course when it is being offered. Course Coordinators oversee Class Facilitators and ensure that the ongoing standard of facilitation in the course is consistent with the quality requirements of the program.

For most enquiries about the course, it will be best to approach your Class Facilitator. However, contact details for the Course Coordinator are also provided.

4. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Learning Activities and Teaching Strategies

Learning activities

In both the online and the intensive courses,:

  • an introductory videoconference will provide an opportunity to get to know other course participants and your facilitator and to clarify assessment requirements and learning processes in the course.

In the online delivery of the course:

  • six online dialogues and two additional videoconferences provide the main platforms for you to engage with other course participants and the facilitator, as you explore and apply the ideas and tools in the course
  • the online dialogues offer opportunities to share your experiences as a change agent and your reflections on the challenges of organisational change, and to report on how you are applying in your work what you are learning from the course (your contributions to the dialogues comprising the first assessment in the course).

In the intensive delivery of the course:

  • two 2-day workshops provide opportunities to apply the course concepts in a variety of participatory activities and to work with your colleagues in the classroom to devise and implement ways of handling particular challenges in change management
  • two online dialogues provide additional opportunities for you to share your reflections on the course (your contributions to the dialogues comrpising the first assessment in the course).

In both modes of delivery, you will be encouraged to:

  • continually apply course concepts to your work and experience as a change agent and to analyse and evaluate how change is led and managed in your organisation and other organisations
  • use the action learning cycle to translate your reflections into action plans - either for your development as a change agent or for influencing the way others manage change - and then to implement some of these plans during the course, reporting back on them in the dialogues and (in the intensive mode) in the workshops.

The three written assessments will enable you to practice and improve your skills in analysing and evaluating change management practices and in organisational diagnosis, and to frame plans for your development as a change agent.

 

Learning partner or study group

You are encouraged to seek out a learning partner or study group. A learning partner or study group can add a great deal of value to your learning in the course.

In forming your learning partnership/study group, it will be helpful to read the introductions that members of the class have posted in the online classroom. It is best to find a learning partner/study group in your geographic area so that you have an opportunity for face-to-face meetings. Once you have selected a learning partner/study group, spend some time discussing your learning goals for the partnership/group and the ways in which you will be working together, as well as the timing and location of your meetings.

 

Mentor

Your mentor's role is to assist you in linking your learning to the workplace. After initial contact with your mentor, six mentoring sessions are recommended over the duration of the course. The roles of the Mentor and some suggested topics for these meeting are provided in the Mentor's Handbook, which is posted in Moodle.

Course Structure

Introduction

Unit 1 sets the scene by outlining a framework for understanding the variety of processes involved in organisational change. We look at some distinctions between different types of change and at the different roles change agents can play. The Unit concludes with a review of the rates of success and failure in change programs.

Section 1: Influencing change

Unit 2 outlines some theories about the factors that influence human behaviour and discusses the implications of these theories for the change agent. In Unit 3, we look at the sources of power and the influencing tactics that a change agent might use to bring about change.

Section 2: Perspectives on change

In this section, we examine some perspectives and theories that have significantly influenced change-management thinking and practice.

Unit 4 outlines the strategic perspective and the systems-thinking approach to understanding organisational change. In Unit 5, we explore a variety of perspectives on change and how a change agent could operate with multiple theories and perspectives rather than looking for the one best theory and approach.

Section 3: Diagnosis and prescription

Units 6 and 7 outline methods and tools for diagnosing the core change issues that need to be addressed, and for deciding on the best change to address these issues.

Section 4: Creating momentum for change

In Unit 8, we examine a variety of approaches to building commitment to change and, in Unit 9, ways of understanding resistance to change and constructively responding to it.

Unit 10 reviews a variety of models of change leadership.

Review

The final Unit is a review Unit that provides an opportunity for you to take an integrative look at the ideas and approaches that we have covered in the course.

6. Course Resources

In Approaches to Change, the following resources are available to you:

  • the online classroom
  • course materials
  • your class facilitator
  • technical and administrative support.

The online classroom

To access Moodle, go to: link

Login with your student zID (username) and zPass (password).

 

Course materials

The course materials comprise the Course Outline, the Assessment Details outline of the assessment requiremens, and 11 Units, each of which has one or more associated readings.

Each Unit comprises outlines of a range of topics, with exercises and readings. The outlines and readings provide concepts, frameworks and theories to help you reflect on your practice as a change agent and the change management practices in organisations, and to devise plans to improve your effectiveness as a change agent. The exercises in the Units encourage you to continually apply the course ideas to yourself and to your work as a change agent, and to explore their practical implications for your development. All course materials are posted in your Moodle online classroom, where you will also find other resources, e.g. guidance about writing assessments and details of assessment criteria.

The readings in each Unit are available via active hyperlinks or URLs. Please note that you may be required to enter your UNSW zID and zPass in order to access these hyperlinked readings.

 

Your class facilitator

Your class facilitator will support your learning by:

  • conducting videoconferences
  • facilitating online dialogues
  • facilitating two weekend workshops (in the intensive delivery mode)
  • giving guidance about course content and assessment requirements
  • providing feedback on the assessments that you complete during the course
  • assessing your progress through the course.

 

Technical and administrative support

For help with technical issues and problems:

External TELT Support

Hours:  Monday to Friday: 7.30am - 9.30pm
Saturdays and Sundays: 8.30am - 4.30pm

Email: externalteltsuppport@unsw.edu.au

Phone: Internal: x53331
External: 02 9385 3331
International: +61 2 9385 3331

If you have administrative queries, they should be addressed to AGSM Experience.

AGSM Experience
AGSM MBA Programs
UNSW Business School
SYDNEY NSW 2052

Phone: +61 2 9931 9400

Email: studentexperience@agsm.edu.au

7. Course Evaluation & Development

Continual Course Improvement

Our courses are revised each time they run, with updated course overviews and assignment tasks. All courses are reviewed and revised regularly and significant course updates are carried out in line with industry developments, and the latest academic research.

The AGSM surveys students each time a course is offered. The data collected provides anonymous feedback from students on the quality of course content and materials, class facilitation, student support services and the AGSM program in general. This student feedback is taken into account in all course revisions.

All material used will be treated as confidential and these processes will have no bearing on course grades.

Student Response

In both the intensive and online offerings of the course, students suggested more detailed and up-to-date case studies and a more streamlined presentation of the information and guidance about assessments. In the online offering, some students wanted more frequent feedback about their contributions to the online dialogues and one student suggested that the final assessment be reduced in size and only address later units rather than ask for the integration of ideas across all the units in the course.

Response to Student Feedback

Additional case studies will be included in the course and information and guidance about assessments will be given in a single file as well as in a series of separate files. Feedback about contributions to the online activities will be given after the first dialogue, and then as a second point later in the course. Since the course aims to present an integrative framework for understanding change management, the final assessment will continue to ask for the integrated deployment of concepts from across Units 1 to 10.

8. Course Schedule

Week Activity Topic Detail/Engagement Assessment Task
Week 1 Dialogue 1 Unit 1 Change management and change agents

Dialogue 1 (5%)

Introductory videoconference

 

 

Week 2 -Unit 2 Theories of human behaviour
Week 3 Dialogue 2 Unit 3 Power and influence in organisational change

Dialogue 2 (5%)

Week 4 -Units 4 Perspective on change
Week 5 Dialogue 3Unit 5 Working with multiple perspectives

Assessment 1: Dialogue 3 (5%)

Assessment 2 (15%) due Monday 1 July 2019 by 3pm Sydney time

Assessment 2 : Action learning review
Week 6 VideoconferenceUnits 6 Diagnosis

Videoconference 2

Week 7 Dialogue 4Unit 7 Deciding on the best change to make

Assessment 1: Dialogue 4 (5%)

Week 8 -Units 8 Building commitment to change
Week 9 Dialogue 5Unit 9 Resistance to change

Assessment 1: Dialogue 5 (5%)

Assessment 3 (25%) due Monday 29 July 2019 by 3pm Sydney time

Assessment 3 : Diagnostic analysis of an organisational problem
Week 10 -Unit 10 Change leadership
Week 11 Dialogue: 6Unit 10 Change leadership

Assessment 1: Dialogue 6 (5%)

Week 12 VideoconferenceUnit 11 Review

 

Videoconference 3

Week 13 --

Assessment 4 (30%) due Monday 26 August 2019 by 3pm Sydney time

Assessment 4 : Analysis and evaluation of a change agent's effectiveness
Week 1 Introductory videoconferenceBegin reading Units 1 to 6 in preparation for Workshop 1 at the end of Week 6

Introductory videoconference

Week 2 -Continue reading Units 1 to 6 in preparation for Workshop 1
Week 3 Dialogue 1 on Units 1-3Continue reading Units 1 to 6 in preparation for Workshop 1

Assessment 1 - Dialogue 1 (5%)

Assessment 1 : Contribution to dialogues 1 & 2
Week 4 -Continue reading Units 1 to 6 in preparation for Workshop 1
Week 5 Assessment 2 dueContinue reading Units 1 to 6 in preparation for Workshop 1

Assessment 2 (20%) due Monday 1 July 2019 by 3pm Sydney time

 

Assessment 2 : Review of my approach to motivating and influencing others
Week 6 Workshop 1Continue reading Units 1 to 6 in preparation for Workshop 1

Workshop 1

13 - 14 July 2019 9am to 5pm

Week 7 -Begin reading Units 7 to 11 in preparation for Workshop 2
Week 8 -Continue reading Units 7 to 11 in preparation for Workshop 2
Week 9 -Continue reading Units 7 to 11 in preparation for Workshop 2

Assessment 3 (35%) due Monday 29 July 2019 by 3pm Sydney time

Assessment 3 : Diagnostic analysis of an organisational problem
Week 10 Dialogue 2 on Units 8 -10Continue reading Units 7 to 11 in preparation for Workshop 2

Assessment 1 - Dialogue 2 (5%)

Week 11 Workshop 2 Continue reading Units 7 to 11 in preparation for Workshop 2

Workshop 2

17 - 18 Aug 2019 9am to 5pm

Week 12 -
Week 13 --

Assessment 4 (35%): due Monday 26 August 2019 by 3pm Sydney time 

Assessment 4 : Analysis and evaluation of a change agent's effectiveness

9. Policies and Support

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

Program Learning Outcomes

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.

These PLOs relate to undergraduate and postgraduate coursework programs.  Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.

Business School course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.

RELATED DOCUMENTS

 

UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate CapabilitiesBusiness School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 7: Leadership development

Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 6: Global and cultural competence
  • PLO 7: Leadership development

Professionals capable of ethical, self-directed practice and independent lifelong learning
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 5: Responsible business practice

Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 5: Responsible business practice
  • PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility.  The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School Student Centre.




Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.

Plagiarism

UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

  • Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
  • Paying another person to perform an academic task and passing it off as your own
  • Stealing or acquiring another person’s academic work and copying it
  • Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz: https://student.unsw.edu.au/plagiarism-quiz

Cheating

The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at: https://student.unsw.edu.au/aim.

For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.


Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website.

Workload

It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload

Attendance

Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.



Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School EQS Consultation Program
The Consultation Program offers academic writing, literacy and numeracy consultations, study skills, exam preparation for Business students. Services include workshops, online resources, individual and group consultations.
Level 1, Room 1035, Quadrangle Building.
BUS.EQS.Consultations@unsw.edu.au
02 9385 4508

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

UNSW Learning Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
learningcentre@unsw.edu.au
02 9385 2060

Educational Support Service
Educational Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process. Check their website to request an appointment or to register in the Academic Success Program.
John Goodsell Building, Ground Floor.
advisors@unsw.edu.au
02 9385 4734

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9385 2650

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
externalteltsupport@unsw.edu.au
02 9385 3331

UNSW IT
UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
itservicecentre@unsw.edu.au
02 9385 1333

Disability Support Services
UNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.
Ground Floor, John Goodsell Building.
disabilities@unsw.edu.au
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
counselling@unsw.edu.au
02 9385 5418


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MBAX6271