MODULE TITLE CHANGE MANAGEMENT & SYSTEMS

IMPLEMENTATION (FT/PT/Block/Flexible)
Module Code 12-7501-00
Semester of Delivery Not applicable
State whether module is Elective on MBA BSD
Mandatory, Elective or
Option
Level (4/5/6/7/8) 7
Credit Points 15
Assessment Components & 100% coursework
Percentage Weighting*
Pre-Requisite Modules (if None
applicable)
Breakdown of Student
Learning Hours by Type
Module Leader & School John McAuley, Faculty of O&M
Module Banding Band A
Date of Original Approval New module submitted for validation 28 Nov 2002
Date of Next Review

SECTION A: AIMS AND RATIONALE

1 THESE ARE THE AIMS 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 develop understanding of the contribution that 'consultancy' philosophies and
processes can bring to the processes of managing change.
• 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 THE REASON FOR HAVING THIS MODULE AND FOR HAVING IT AT THIS
LEVEL IS...

The management of change has assumed increasing importance for all managers
and it can be argued that no manager will be effective if he or she is not capable of
leading strategic change. Some writers claim that our current period is one in
which change and innovation are taking place at an unparalleled rate such that it
amounts to a paradigm shift of which networking is a crucial element. It is
suggested that phenomena such as the formidable forces of globalisation,
unparalleled social change and other forces that drive organisational change and
that only the fittest will survive. In this view Information Technology is at the very
 heart of change. It is of crucial importance that those with responsibility for the
development of IT develop their analytical and evaluative capability in
understanding the nature of discontinuous, radical change and the consequent
complexities of systems implementation in an unstable organisational world. Other
writers suggest that change and innovation have always been with organisations
and that the forces that are around at this time are not especially fiercer than in
previous periods for particular organisations. In this context, Information
Technology may be seen as part of a continuous process of change in
organisation with the concomitant need that that IT professionals develop their
analytical and evaluative capability in relation to issues of the transitional
management of change and the human effects of systems implementation. In both
of these perspectives, discontinuous and the planned change, students should be
able to synthesise theory and concepts with organisational situations.

3 BY THE END OF THE MODULE YOU WILL BE ABLE TO...

1. 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.
2. 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.
3. 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.
4. Analyse the human implications of the change process for individuals and groups
within the organisation
5. Critically evaluate the ways in which different consultancy approaches (whether as
internal or external consultant, line manager or professional IT person) can
contribute to the management of change.
6. Appraise the relationship between the theory and practice of leadership and
management in the processes of change and systems implementation
7. 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.

4 THESE ARE THE MAIN WAYS OF LEARNING AND TEACHING WHICH WILL
HELP YOU TO ACHIEVE THE LEARNING OUTCOMES...

The teaching and learning strategy of the unit will primarily be based on the
Residential Period + a Learning Pack to be sent to them some four weeks before
the Residential Period begins. The residential period is structured, in principle, on
the introduction of major themes of change and system implementation during the
morning sessions. These sessions will be designed to provide insights into the
learning outcomes from the unit by members of staff and by practitioners. The
afternoon sessions will be devoted to a sequence of structured workshops. The
community of students will be divided into small groups (maximum size 6). They
will take a significant change issue of one of the group members (or of a situation
that is known to members of the group). Using the theories, concepts and models
of change that have been presented either in the lectures during the morning or
from the learning pack or from their other reading they will analyse the change
 problem that they have agreed to explore. Each group will undertake a
presentation of their analysis on the final morning of the residential period.

SECTION B: ASSESSMENT AND FEEDBACK

5 THIS IS HOW THE LEARNING OUTCOMES WILL BE ASSESSED...

There are two aspects to the assessment process. Each part will receive equal marks:

1. During the Residential Period the community will be divided into small
groups and each group will prepare a presentation. The presentation should
explore the issues involved in all of the stages of change initiatives. It is expected
that the presentations should be creative and innovative in the approach within the
bounds of organisational “reality”. The presentations should also include relevant
theory and models to support the analysis of the issues.

The assessment will be based on the analytical content of the presentations on the
final morning of the residential period. Each presentation will be assessed by the
staff group responsible for the conduct of the residential according to an
assessment schedule that will be given to the groups at the beginning of the
residential period. Each group member will in principle receive equal marks for
this part of the assessment. It will be the responsibility of the groups to ensure
equal commitment from each member of the group to the process. The
presentation will account for 30% of the total marks and will be assessed on a
Pass or Fail basis.

2. During the Residential Period each group member should maintain a

“reflective diary”. This diary should contain an analysis of “events” (e.g. lectures,
workshops, the learning pack, formal and informal discussions etc). This analysis
should display understand of the processes of change and system implementation
in relation to the learning outcomes of the unit. The analysis may focus on
personal issues of change, and/or throw insight on change at an organisational
level. It is essential that there should be a reflection on this “event” and reference
to relevant theory.

In order for the student to structure his/her thoughts and insights and to ensure
that he/she has integrated reflection and theory into the analysis, but to maintain
its spontaneity, the diary should be submitted, typically, not more than 21 days
following the Residential period. The reflective diary should be no more than 2500
words. This 'reflective diary' will account for 70% of the marks and the mark given
will be the mark for the module.

6 THIS IS HOW AND WHEN YOU WILL BE GIVEN FEEDBACK ON YOUR

PERFORMANCE...

During the course of the residential period tutors will provide formative feedback on
the developing presentation and on draft written work, as requested by students.
Formative feedback will be given to the groups on their presentations by way of
comments from the tutors and peers on the issues arising from the presentations.
Summative feedback on the presentation will be provided on a marking grid, with
written comments.

Formative feedback for the development of the 'reflective diary' is provided (a) by
use of the Blackboard message board, and (b) through the voluntary submission of
 a draft of their work to the module leader. Summative feedback on the assignment
will be provided on a marking grid, with written comments.

7 TO ACHIEVE A PASS, YOU WILL...

meet the following assessment criteria:

1. 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.
2. 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.
3. 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.
4. Your ability to evaluate the appropriateness of different consultancy
philosophies and approaches to the management of change and to evaluate
the utility of consultancy process in the context of specific organisational
change.
5. 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.

The following 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 made available either online or in the module handbook. These criteria are
appropriate for both the presentation and the assignment.
 Fail
Assessment Poor selection,
criterion 1 explanation, and little
(LO1,5) development of theories.
Limited development of
appropriacy to situational
and developmental
needs.
Assessment Little analysis of
criterion 2 management and
(LO2,3,4,6) 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
Assessment Little analysis and
criterion 3 understanding of the
(LO 2) 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.
Assessment Your ability to evaluate
criterion 4 the appropriateness of
(LO 5) different consultancy
philosophies and
approaches to the
management of change
and to evaluate the utility
of consultancy process
in the context of specific
organisational change.
Assessment
criterion 5
(LO7) 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.
Pass
Selection and useful
explanation of theories
showing some
understanding of them.
Useful linkage of these
to your situation and
developmental needs.
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.
Your ability to evaluate
the appropriateness of
different consultancy
philosophies and
approaches to the
management of change
and to evaluate the utility
of consultancy process
in the context of specific
organisational change
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.
Distinction
Selection, explanation,
and development of
theories showing a
creative understanding of
them. Sophisticated and
sceptical integration of
these theories to your
situation and
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.
Your ability to evaluate
the appropriateness of
different consultancy
philosophies and
approaches to the
management of change
and to evaluate the utility
of consultancy process in
the context of specific
organisational change
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.
8 THESE ARE EXAMPLES OF THE CONTENT OF THE MODULE AND THE MAIN
LEARNING RESOURCES YOU WILL USE...

INDICATIVE CONTENT

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
• 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.

Successful Information Systems

• Criteria for success or failure in developing Information Systems
• The Socio-tech interface.
• Systems approaches to SIS

6. Consultancy Theory and Practice

• Perspectives on the nature and purposes, both positive and
negative, of consultants and the consultancy relationship.
• The underlying dynamics of the developing relationship between
consultant and client.
• The different modes & key theories of consultancy and their
implications in the consultancy relationship.
• The key ethical and professional issues in the consultancy
relationship.
Emergent Themes in the Management of Change.
• The Ideas of Modernism and Postmodernism
• The Postmodern Epoch
• Comparing Modern and Post Modern Organisation
• Postmodern Transformation
• Postmodernism Enhances Understanding of Change Management
• Comparing Modern and Postmodern Assumptions About Change
• Critical Theory & Critical Management Studies: Organisation Change and
Society
• Defining Chaos Theory and Change
• Complexity Theory.

INDICATIVE READINGS

Core Text

Darwin, J., Johnson, P., McAuley, J. (2001) Developing Strategies for Change
Financial Times

Useful Texts

Buchanan D & Boddy D (1992) The Expertise of the Change Agent: Public
Performance and Backstage Activity, Prentice Hall

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 (2000) Organization theory and design (6th 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

Hassard J & Parker M (1993) Postmodernism and Organisations, Sage

Hastings C (1993) The New Organisation: Growing the Culture of Organisational

Networking, McGraw-Hill
Kanter R M Stein B A & Dick T D (1992) The Challenge of Organisational Change:
How Companies experience it and Leaders Guide It, Free Press

Knights, D. & Willmott (2000) (Eds.) The reengineering revolution: critical studies
of corporate change Sage

Kotter J & Heskett J (1992) Corporate Culture and Performance, Free Press

Mitroff II & Linstone H A (1993) The Unbounded Mind: Breaking the Chains of
Traditional Business Thinking, Oxford University Press

Pascale, Richard T. Surfing the Edge of Chaos. Sloan Management Review

Spring 99, Vol. 40 Issue 3, p83.

Pascale, Richard, Millemann, Mark. Changing the way we change. Harvard

Business Review Nov/Dec 97 Vol. 75 Issue 6, p126.

Paton R A & McCalman J (2000) Change Management: A Guide to Effective

Implementation, Sage Publishing

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.

Sennett, R. (1999) The Corrosion of Character; The Personal Consequences of

Work in the New Capitalism New York: Norton

Simians G F, Vazquez & Harris PR (1993) Transcultural Leadership: Empowering

the Diverse Workforce, Gulf Publishing Company

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

Starratt R J (1993) The Drama of Leadership, The Falmer Press

Wilson D C (1999) A Strategy of Change: Concepts and Controversies in the

Management of Change (2nd Edition), Routledge