BM314 - Organisational Change and Development

Credit Points: 15 credit points

Workload: 36 hours

Prerequisite: BB103 Management Principles

Co-requisite: N/A

Aims & Objectives

This is a third-year core unit offered in the Bachelor of Business Management. For Course Learning Outcomes and further information relating to Bachelor of Business programs please visit our website:  http://www.mit.edu.au/study-with-us/programs/bachelor-business.

Organisational Change & Development provides an understanding of the complex issues involved in managing change in today’s volatile business environment. The unit is designed to help students understand why change is so significant today, both at a personal and organization level, and provide them with the knowledge and skills to manage change more effectively. Case studies will be used to explore and apply basic change management principles and theories. In this interactive unit students will have the opportunity to engage in group discussions, presentations, and exercises that lead in turn to individual reflections which form part of assessment tasks.
     
Unit topics include:

  • Perspective of change and managing organisations
  • Why organizational change? 
  • Planned change and organizational development
  • Tool-based perspective of integrated organizational models
  • Focus on interpretation of change 
  • The Process of language/organisational communication & change agent
  • Critical perspective of change, and organizational innovative development 
  • Complexity of resistance to change
  • Managing organizational transformation and change
  • Change in a Chaotic and Unpredictable Environment 

Learning Outcomes

The Course learning outcomes applicable to this unit are listed on the Melbourne Institute of Technology’s website: www.mit.edu.au
At the completion of this unit students should be able to:
a. Describe the concepts of change management: the external and internal triggers for change, resistance, models and strategies for managing successful change.
b. Analyse the complexities of the change process and its impact on people. 
c. Discuss the role of leadership and employees in managing change.
d. Assess the issues of sustainability: creating an environment for future change, business and individual responsibility. 
e. Develop creative and flexible approaches and solutions for challenging workplace situations.

Assessment

Assessment Task     Due Date A B Unit Learning Outcomes
1. Formative Assessment Week 3 5% - a
2. Contribution and Participation Weeks 1-12 - 5% a-e
3. Argumentative Essay [Individual] Week 5 15% - a,b
4. Case Study Analysis Report [Group] Week 8 15% - a-e
5. Case Study Analysis Presentation [Group] Week 8 - 10% a-e
6. Case Study Analysis [Individual] (3 hours) TBA - 50% a-e
TOTALS   35% 65%  

Task Type: Type A: unsupervised, Type B: supervised.

Contribution and Participation (5%)

This unit has class participation as an assessment. The assessment task and marking rubric will follow the Guidelines on Assessing Class Participation (https://www.mit.edu.au/about-us/governance/institute-rules-policies-and-plans/policies-procedures-and-guidelines/Guidelines_on_Assessing_Class_Participation). Further details will be provided in the assessment specification on the type of assessment tasks and the marking rubrics.

Teaching Methods

NOTE: All School of Business units 3-hour workshops Flipped Classroom Mode. 

Textbook and Reference Materials

Note: Students are required to purchase the prescribed text book and have it available each week in class.

Prescribed Text Book

  • Sveningsson, S & Sorgare, N. (2020). Managing Change: In organization, London, Sage Publications Ltd, ISBN 978-1-5264-6443-9. 
  • Secondary Text-Book: Waddell. D., Creed A., Cummings, T.G., Worley, C.G. (2017). Organisational Change: Development and Transformation, 6th ed, South Melbourne, Cengage Learning Australia. 

Other recommended references

  • Carpenter, M.A., Sanders, W.M. G., Rice, J., & Martin, N. (2010). Strategic management: A dynamic perspective—concepts and cases. Frenchs Forest, NSW: Pearson Australia.
  • Chen, W., Woods, A., and Sing, S. (2013).  Organisational change and development of reformed Chinese township and village enterprises, Journal of Organisational Change Management, ISSN: 0953-4814.
  • Clegg, S. R., Kornberger, M., Pitsis, T. S. and Mount, M. (2019) Managing and Organizations: An Introduction to Theory and Practice, 5th Edition. London, Sage Publication Ltd. 
  • Grant, R.M.,  Butler,  B.,  Hung,  H.,  &  Orr,  S.  (2011). Contemporary  strategy  management  –An Australian perspective. Milton, QLD: John Wiley & Sons Australia Ltd. 
  • Haberberg, A., & Rieple, A. (2008). Strategic management: Theory and application. Oxford: Oxford University Press. 
  • Henry, A.E. (2011). Understanding strategic management. Oxford: Oxford University Press. 
  • Hitt, M.A.,  Ireland,  D.R.,  &  Hoskisson,  R.E.  (2009).  Strategic  management—competitiveness  & Globalization. Concepts and cases (9th ed.). Mason, OH: South-Western Cengage Learning.
  • Waddell. D., Creed A., Cummings, T.G., Worley, C.G. (2019). Organisational Change: Development and Transformation, 7th ed, South Melbourne, Cengage Learning Australia.

The Referencing style for this unit is APA: See the MIT Library Referencing webpage: https://library.mit.edu.au/referencing/APA  and the Unit Moodle page for additional referencing support material and weblinks.

Graduate Attributes

MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:

Ability to communicate Independent and Lifelong Learning Ethics Analytical and Problem Solving Cultural and Global Awareness Team work Specialist knowledge of a field of study

Legend

Levels of attainment Extent covered
The attribute is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations.
The attribute is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations.
The attribute is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations.
The attribute is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by activities such as lectures or tutorials.
The attribute is not considered, there is no theory or practice or activities associated with this attribute.