General Information
A ubiquitous challenge in organisational life is how to effectively initiate, implement and sustain desired change. Although organisations continue to expend staggering amounts of time and resources on change initiatives, the majority of such efforts do not achieve their intended outcomes. In this subject, students will explore the underlying reasons for these failures to examine the fundamental nature of change and the challenges that change agents at different organisational levels face as they plan and execute change. Since organisations consist of people, students begin with an examination of individual change to explore fundamental concepts before extending and expanding their scope to consider change at the organisational level. Students will have the opportunity to apply and test their understanding of change management principles through readings, case study discussions, exercises, role plays and individual and group projects.
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Details
Academic unit: Bond Business School Subject code: MGMT13-311 Subject title: Leading Innovation and Change Subject level: Undergraduate Semester/Year: May 2023 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 24) - Seminar 1
- Seminar: x12 (Total hours: 24) - Seminar 2
- Personal Study Hours: x12 (Total hours: 72) - Recommended study time & reviewing materials
Attendance and learning activities: Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. -
Resources
Prescribed resources: Journals
- Pfeffer & Sutton (2006). Change or Die.
- Latham, G.P. (2003). Goal Setting: A Five-Step Approach to Behavior Change.. Organizational Dynamics 309-318..
- Sull, D.N., & Houlder, D. (2005). Do Your Commitments Match Your Convictions. Harvard Business Review 82-91.
- Beer, M. & Walton, E. (1990). Developing the competitive organization: Interventions and strategies.. American Psychologist 154-161
- Edmundson, A. C. (2013). Teaming is a verb. See iLearn.
- Coutu, D. (2009). Why teams don't work: An Interview with J. Richard Hackman. (See iLearn).
- Kaplan, R.S., & Norton, D.P. (2001). Transforming the Balanced Scorecard from Performance Measurement to Strategic Management: Part I.. Accounting Horizons 87-104.
- Beer, M., Eisenstat, R.A., & Spector, B. (1990). Why Change Programs Don't Produce Change. Harvard Business Review 158-166.
- Kotter, J.P. (1995). Leading Change:Why Transformation Efforts Fail.. Harvard Business Review 59-67.
- Ibarra, H., & Obodaru, O. (2009). Women and the Vision Thing.. Harvard Business Review 20-21.
- Kouzes, J.M., & Posner, B.Z. (2009). To Lead, Create a Shared Vision. Harvard Business Review 20-21.
- Ford, J.D., & Ford, L.W. (2009). Decoding Resistance to Change.. Harvard Business Review 99-103.
- Kotter, J.P., & Schlesinger, L.A. (208). Choosing Strategies for Change.. Harvard Business Review 130-139.
- Pfeffer, J. (2010). Power Play. Harvard Business Review 84-92.
- Battilana, J., & Casciaro, T. (2013). The Network Secrets of Great Change Agents. Harvard Business Review 62-68
- Quy, N.H. (2001). In praise of middle managers.. Harvard Business Review 72-79.
- Motivation: The not-so-secret ingredient of high performance..
Others
- Harvard Business School Publishing Required course pack available digitally - See iLearn.
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | MGMT13-311 |
| Subject title: | Leading Innovation and Change |
| Subject level: | Undergraduate |
| Semester/Year: | May 2023 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. |
| Prescribed resources: | Journals
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Assumed Prior Learning (or equivalent):
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe the drivers of organisational change, the process of planned change and the nature and typical outcomes of organisational change.
- Explain the importance of organisational culture and design to implementing and sustaining strategic change.
- Analyse the key elements of an organisation and its external environment.
- Assess the competitive positioning of an organisation, considering both external and internal factors.
- Apply appropriate analytical tools, systems thinking and creative problem-solving to design an organisational strategy or major change intervention.
- Demonstrate the ability to work effectively with others to complete a strategic change plan and presentation.
- Articulate ideas, decisions, recommendations and other information in a clear, concise, professionally written strategic change plan.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Project A multi-stage individual project requiring the preparation of a report detailing project plans, progress and outcomes. Due dates and specific instructions for the project available on iLearn. 40.00% Week 12 1,7 Student Engagement Preparation for and active, quality participation in all class activities. Mid-semester feedback on your participation will be provided. 20.00% Ongoing 1,2 Project§ A multi-stage group project requiring the preparation of a professional report detailing an external and internal analysis and strategic recommendations. Due dates and instructions for specific parts of the project available on iLearn. 40.00% In Consultation 3,4,5,6,7 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Project | A multi-stage individual project requiring the preparation of a report detailing project plans, progress and outcomes. Due dates and specific instructions for the project available on iLearn. | 40.00% | Week 12 | 1,7 |
| Student Engagement | Preparation for and active, quality participation in all class activities. Mid-semester feedback on your participation will be provided. | 20.00% | Ongoing | 1,2 |
| Project§ | A multi-stage group project requiring the preparation of a professional report detailing an external and internal analysis and strategic recommendations. Due dates and instructions for specific parts of the project available on iLearn. | 40.00% | In Consultation | 3,4,5,6,7 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
A peer-evaluation system will be used in this subject to help determine the individual marks for all group assessments. As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
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Organisational Strategy & Change
Introduces systems theory to consider the interactions between an organisation and its environment. The purpose of an organisation is considered from the perspective of various stakeholders.
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The External Environment
The multi-faceted nature of the organisational environment, including the impact of globalisation, culture and related factors are reviewed. Frameworks to assess the nature and potential impact of the environment on an organisation, its strategy and the need for change are explored (e.g., PESTEL, stakeholder map, competitor analysis). The common external drivers of organisational change (e.g., competition, innovation, sustainability, responsibility) and possible responses are summarised.
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The Organisation Part 1
Examines the internal change drivers within the context of the nature of work and the typical organisational life-cycle. Tools for organisational analysis are introduced (e.g., McKinsey 7S, STAR model) to describe key areas of the organisation and their interdependencies. The role and importance of effective management as an integrating and coordinating activity is also considered.
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The Organisation, Part 2
Theories (e.g., RBV) used to explain the sources of sustainable competitive advantage and the importance of the internal environment to the implementation of an organisation’s strategy and sustainability.
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Strategic Management, Part 1
An explanation of strategic management and its key components, including the different levels of strategy in organisations and the related options of each. The importance of direction (e.g., vision, purpose, mission and organisational objectives) and the alignment of organisational strategy and structure for the effective management of organisations is explored.
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Strategic Management, Part 2
The use of performance management tools (e.g., balanced scorecard) to assist with monitoring the execution of an organisation’s strategy is also considered. Also, the links between organisational strategy and change are considered as a bridge to the subsequent topic.
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Change Management, Part 1
The driving forces of change and the types of change that occur in organisations are reviewed as a context to examine the nature of organisational change. The tools, methods and models for successfully planning and implementing change are explored in detail. This includes assessing the organisation’s readiness for change.
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Change Management, Part 2
Motivations for individual resistance to change is discussed in addition to recommended approaches to managing different forms of resistance and stress associated with change.
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Implementing & Sustaining Change, Part 1
The role of effective leadership in leading change and the behaviours of successful change agents are examined. Various approaches to leadership are briefly reviewed, with a focus on the use of power, influence and other behaviours used to affect change in various contexts.
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Implementing & Sustaining Change, Part 2
The risks associated with managing change, the importance of building effective coalitions and the role of communication in leading change are also considered. Organisational culture and design are explored, focusing on their importance to implementing and sustaining strategic change.