Professional Documents
Culture Documents
Managing
forChange
Change
MNGT6371
Graduate MBA
Certi
(Executive)
cate in Change
Program
Management
AGSM MBA
AGSM
Programs
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Published in 2013 by
Australian School of Business
The University of New South Wales
Sydney NSW 2052
CRICOS Provider Number: 00098G
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criticism or review, as permitted under the Copyright Act, no part may be reproduced by any
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Australian School of Business, The University of New South Wales.
Managing Change
Course overview
MC 2013
Contents
Course calendar
Session 3, 2013
1
1
Course outline
Learning resources
Online resources
9
10
12
12
14
18
18
21
22
Assessment 23
Assessment submission
23
Summary of requirements
24
24
27
28
Acknowledgements 36
Course leader
36
36
References 40
Appendices 41
Course calendar
Session 3, 2013
Managing Change
Graduate Diploma in Management (GDM)
Week no.
Week begins
Unit
1 (Intro)
9 September
16 September
23 September
30 September
7 October
Assessment due
(% weighting)
Other activities
Assessment 1 (20%)
Workshop 1 (Saturday 12 October)
14 October
21 October
28 October
4 November
10
11 November
10
Assessment 2 (30%)
18 November
11
12
25 November
12
13
2 December
Course overview
Course outline
Welcome to Managing Change, a course in the MBA (Executive) Program.
This course looks at change on many levels, beginning with a micro focus
on the individual and culminating with a more macro view of the whole
organisational system. It balances practical skill building with a solid
foundation of theoretical understanding.
Managing Change
Section 1, The Change Agent, explores the roles that you and others play
in facilitating organisations to change. It introduces the role and skills of
the change agent and requires you to complete an assessment of your own
change skills. It also introduces you to the concept of building commitment
to change and explores the vital role that this plays in managing change.
This section includes a workshop where you will be given an opportunity to
develop a number of the change skills we have discussed, such as diagnosis.
Section 2, Change Theory and Method, presents dominant theories and
methods of achieving organisational change. You will use a contingency
approach to analysing the effectiveness of different change leadership styles.
Section 3, Change and Organisations, introduces systems thinking and ways
in which change can be sustained. You will also build on your understanding
of how organisations develop capabilities which other organisations dont
have. Moreover, we come to understand that effective change provides
competitive advantage only when we have the wisdom to understand the
deeper issues associated with change.
Course overview
Unit 1: Roles of
change agent
Unit 2: Preparation
and diagnosis
Unit 3: Finding
solutions and
assessing readiness
Unit 5: Leading
change thru vision
and management
Change agents
at work
Managing Change
Unit 4: Building
commitment to
change
Change in
organisations
Unit 6: Types of
change theory and
effectiveness
Unit 7: Research
methods
Unit 8: Action
research
Unit 9: Understanding
the organization as a
system
Workshop 2 working with complex change: All units feed into this
Managing Change
Learning resources
Learning at a distance may be a new experience for you. While you may
have undertaken several years of secondary and tertiary education, you
may have been involved in programs where you were told what and where
to learn and for how long to study. Much of what you did in these courses
was directed by someone else, such as a teacher or lecturer. You are now
involved in a course which requires you to take more responsibility for your
own learning. In other words, you will need to make choices about how you
will manage your learning.
In order to persist in learning you will need to motivate yourself by goal
setting and linking the work to your own interests. You will need to reflect,
self-evaluate, and monitor your progress. You will also need to seek out
people who can assist you in all of this, people such as your instructor, your
co-workers, your fellow students and a mentor or manager.
You have three major resources to help you learn:
The weekly study guides and the effort you will put into them.
Your co-students.
Course overview
Reflect
From our own experience, we observe and reflect so that we can formulate
new concepts, principles and strategies for action. Finally, we experiment
and practise them in new situations.
Saturday workshops
There are two half-day Saturday workshops in this course. The workshops
allow for discussions of greater depth and breadth. You will need to
complete some preparation work before each workshop.
Workshop 1 (12 October 2013): using group-based exercises we will
discuss and explore issues from the first five units. We will also debrief your
360 degree personal development survey.
Workshop 2 (16 November 2013): using group-based exercises we will
discuss and explore issues from the remaining units. We will also begin to
review the course and discuss your final project.
Managing Change
Online resources
Website
The MBA (Executive) current students website provides administrative
information relating to classes, workshops, exams and venues. The students
website should be referred to for information on policies and relevant forms
required.
eLearning support
To access eLearning@AGSM MBA, go to https://telt.unsw.edu.au/ and
select Login to UNSW Blackboard.
Login to the web Single Sign On (wSSO) using these details:
Username: zNumber
Password: zPass
Should you have any difficulties accessing your course online, contact
eLearning Coordinator on:
Tel: +61 2 9931 9541
Email:
elearning@agsm.edu.au
SatSun: 11am2pm
Tel:
Email: itservicecentre@unsw.edu.au
Managing Change
Human behaviour in
organisational settings
The individual
organisation interface
The organisation
Environment
Course overview
Analytical frameworks
We would also like to introduce you to a common way of describing the
dynamic processes that occur within organisations. This will be useful as
you read the course material and readings, so you understand the way we
tend to describe organisational phenomena.
Much research in the social sciences is concerned with causality, that is,
what are the causes and consequences of a particular factor. For example,
if we were to study absenteeism in your company, we would look for the
causes of absenteeism (e.g. low morale, poor working conditions and job
design) and the consequences of absenteeism (e.g. low productivity and
financial loss). Researchers build models that describe the relationship
between variables. The absenteeism model we have just described is
illustrated in Figure 2.
Figure 2 Analytical framework #1
Causes
Low morale
Poor working conditions
Job design
Factor
Absenteeism
Consequences
Low productivity
Financial loss
The arrows refer to the causality; A causes B which in turn causes C. This
type of model may also be referred to as an inputoutput model. The inputs
in the first half of this example are morale, working conditions and job
design and the output is low productivity and financial loss.
But we all know that organisational life is not as simple as this. One common
reason is that relationships like this do not always hold: it depends on
the circumstances. A common way of depicting this kind of it depends
statement is to introduce a moderator variable. A moderator variable is
introduced when a relationship holds in one setting, but not in another.
In our absenteeism example, the relationship between the causes and
absenteeism may only hold in certain cultures. In other cultures, for example,
some Asian cultures, it may be that absenteeism goes against the cultural
norm, that is, it is unacceptable. However, poor morale, working conditions
and job design are, employees dont take time off. So we would say that
national culture is a moderator variable. This may be depicted as in Figure 3.
Figure 3 Analytical framework #2
Causes
Low morale
Poor working conditions
Job design
Factor
Absenteeism
Consequences
Low productivity
Financial loss
Moderator
Cultural context
10
Managing Change
low morale
low productivity
Analytical models can become quite complex the more realistic they get.
For simplicity, much research only focuses on one section of a dynamic
process. If we were to create a model that incorporates all aspects of
organisational life, it would get very unwieldy!
The reason we have introduced you to these analytical frameworks at this
stage is for you to start this course with a grounding in how researchers in
OB tend to study and describe organisational life. You will come across
many frameworks which use this type of analytical tool or variations on it.
Course overview
11
Pre-course
20 September
Week 2
3 October
Week 4
7 October
Week 5
12 October
Workshop 1
My peers
How I
see my
skills
My peers
People who
report to me
12
Managing Change
Early Start
The survey begins on 29 August 2013 to allow you extra time to contact
respondents. We recommend you begin as soon as possible to ensure you are
able to include questionnaires from all your chosen respondents.
The 360 degree Change Skills survey we will be using has been developed by
a faculty at AGSM MBA Programs and by Leaderskill Group. It is designed
specifically for change agents who are involved in development through
learning, coaching and MBA programs. Feedback helps the manager to
understand how he or she may be influencing others around them, and
allows them to use this input to focus their learning and measure their
improvement over time.
The 360 degree Change Skills survey is a unique instrument, utilising
feedback as a suggestion for change, not an appraisal of the manager. This
significantly reduces appraisal defensiveness and instead provides usable
information which the manager can readily act upon.
Process
The 360 degree Change Skills survey will be accessed on the Internet. We
will provide Leaderskill Group with a list of participant names and their
email addresses (for use with the AGSM MBA Programs 360 only there is
a strict privacy policy regarding all information).
Leaderskill Group will email you with your student name, password and
details of how to login to the Participant Control Centre.
Through the Participant Control Centre you can:
fill in your self-questionnaire
enter your respondents and email their passwords
monitor the completion of questionnaires and send reminders
print paper questionnaires for respondents who do not have Internet access.
There are four steps to completing the 360 degree feedback survey.
Step 1: Read the section that introduces you to the 360 degree
feedback process.
Step 2: C
omplete the 360 degree questionnaire yourself. This will be
included in your feedback for comparison.
Course overview
13
Step 3: I dentify colleagues from whom you will receive feedback about
your behaviour at work. These colleagues include your boss (two
bosses can be entered), four to six of your direct reports and four
to six of your peers. Once you have entered your colleagues details
you should monitor responses until complete.
Step 4: Y
ou will be able to print your profile report before Workshop 1.
Then read Appendix W1.1 in the Workshop materials which will
help you interpret the report.
Ethical considerations
In this section we would like you to take note of the ethical considerations
of 360 degree feedback.
In order for this process to be effective and for everybody involved to
be treated fairly and with respect, we suggest the following principles of
appropriate disclosure, avoiding conflicts of interest, informed consent and
confidentiality are observed.
Disclosure: appropriate disclosure of information gathering and storage
processes. The information you and your work colleagues give will not be
disclosed to anybody except you and your Course Instructor. The database
is kept by Leaderskill Group and will not be accessed by anybody other than
you. However, an overall statistic of all students is maintained.
Conflicts of interest: the avoidance of conflicts of interest where
sensitive personal information might be used for purposes other than
the one intended. Your colleagues have invested time in you by giving
their responses. They do this under an agreement of confidentiality,
therefore, when you get your report it is important that you do not use
this information for anything other than your leadership development.
Complaining to others at work about the feedback from your boss, for
example, is not appropriate. Your boss acted in your best interest, and you
should respect that by not using it against him or her.
14
Managing Change
Course overview
15
16
Managing Change
2. Think of a time when you have received positive feedback. How did
you respond? Is this typical of your response to positive feedback?
Course overview
17
18
Managing Change
Minimum numbers
The four categories Self, Bosses, Direct Reports and Peers are shown
separately on the profile. You can include just Direct Reports or just Peers,
or you can include both:
to show the Direct Reports category in your profile, you must have
three Direct Reports (to ensure the confidentiality of their responses)
to show the Peer category, you must have three Peers (to ensure the
confidentiality of their responses)
four or more in either category will allow you to see the actual raw
scores for that category
Bosses are optional; their feedback is not anonymous.
If you have only three people in a Direct Reports or Peer category you will
not see the raw scores, only averaged data. You wont be able to see the full
range of responses; you will only get the average of all responses.
You do not have to have colleagues from all of the categories complete
questionnaires. For example, you may have your Boss (you can enter two
Bosses) and four Direct Reports complete questionnaires, but no Peers.
However, we strongly suggest that you get colleagues in all categories to
complete the questionnaire since this ensures a fuller and more accurate
picture of your behaviour at work.
Respondent options
In the absence of enough direct reports, we recommend the following:
use very recent direct reports
use current indirect reports (i.e. the next level down, but no further)
use very recent indirect reports
use dotted line reports
as a last resort, use someone who thinks they are able to respond as if
you were their manager.
If you cant find enough Direct Reports respondents even in this way, then
process with Peers only.
In selecting the Peers you want to respond, the suggestions are much the same
as those for Direct Reports, that is, people who know your style, fans and
critics. Four is sufficient, three is the minimum. And you may have to find
very recent associates. If you cant find three Peers, you can process just with
Direct Reports.
Course overview
19
Note: two or less responses for Direct Reports will not show that category.
The same is true for Peers. It may be possible to combine Direct Reports
and Peer responses. If you are unable to obtain the minimum three in
either category, please contact Leaderskill Group for options so that you
can still receive a profile.
Briefing respondents
Aim to brief your respondents face-to-face, or at least by telephone, so
you can deal with any concerns and questions at once. Before sending the
emails, make sure they know why you are asking them to complete the
questionnaire and that they agree to do so.
Ask each colleague if they are prepared to spend some time on the
questionnaire in order for you to develop your skills. When talking to them
about their participation explain the process and discuss the following:
They have been chosen because they are familiar with you at work.
Their responses will be very valuable to you, but only if they are
totally honest.
Their responses are completely anonymous and confidential and you
will not be able to see the questionnaire they fill in, nor identify their
individual responses on the final report (except for your boss).
Since the responses from your Boss(es) are the only ones which are
individually identifiable, you must make sure this is clear to your Boss(es)
before he or she agrees to participate.
Be prepared for any of the colleagues you approach to say no, in which
case you will need to find somebody else.
Managing Change
Remember you should have four to six respondents in each of the Direct
Reports and Peer categories (limited feedback will be provided with three
respondents in these categories).
It is your responsibility to ensure that your respondents have completed
the questionnaire by 5pm, Friday, 20 September 2013. Use the Monitor
Respondents page to check their progress and Resend to remind them if
they have not completed the questionnaire.
By clicking on Send Emails, an email will be sent to each of your
respondents, including details of how to log in to the questionnaire, and
their password.
You may add any notes or comments at the beginning of the email
message.
Re-check you have correct email addresses for your Boss/Direct Reports/
Peers.
Send emails only to those people who have agreed to respond, and
emphasise the importance of keeping them entirely confidential.
Course overview
21
22
Managing Change
Assessment
The assessment process plays two roles: it provides feedback to you on
your progress, and is a means of testing and grading your performance. All
information on assessment is provided in the Assessments & examinations
section of the AGSM website.
http://www.asb.unsw.edu.au/currentstudents/agsmmba/
academicinformation/assessmentsandexaminations/Pages/default.aspx
Assignments 1, 2 and 3 must address non-overlapping issues. In other
words, there should not be much overlap between these assignments.
Assessment submission
All assessment deadlines are set out in the course timetable. Deadlines on
assessments are final.
All assignments are due at the beginning of your class in the week in which
they fall, with the exception of Assessment 3 Part 2 which is due on a
Monday.
It is not an excuse if you failed to attend a class where instructions or work
were given, or did not consult the relevant sections in course materials
relating to assessment requirements.
All items of assessment, other than final exams, will be returned to students
with a grade and feedback.
Course overview
23
Summary of requirements
In order to pass this course, you must:
Achieve an aggregate (overall) mark of at least 50, and
Achieve a minimum pass grade in the final piece of assessment.
Assessment 1 Action learning review
Due:
Week 5
Weight: 20%
Maximum length: 4 pages
Assessment 2 Interview with a change agent
Group Project
Due:
Week 8
Weight: 30%
Maximum length: 8 pages
Assessment 3 Integrative Change project:
Part 1 Proposal
Due:
Week 3
Weight: 5%
Maximum length: 2 pages
Part 2 Project Plan final report
Due:
Week 13, Monday, 2 December 2013
Weight: 45%
Maximum length: 14 pages
Managing Change
The review will provide you with the opportunity to consider and articulate
ways of integrating new skills into your daily behaviour. It is a personal
action learning review and, therefore, you should feel free to speak of
personal experience, to admit weakness and vulnerability, and to discuss
mistakes. However, it is not the place to explore your feelings about work.
Your entry must draw on concepts from Units 1, 2, 3 and 4.
You may wish to choose an event which illustrates something learnt in one
particular unit, or something which is relevant to more than one unit. Try
to choose events that have happened very recently, say in the past week.
The more recent the events, the more detail you will remember and the
more salient the analysis will be for you.
Your entry should be presented in essay style, that is, it should have a
coherent argument or set of points that you develop through the essay.
Avoid heavy descriptions of events that have no conceptual analysis or
application of relevant concepts.
The action learning review is an aid to the learning process and follows
a learning cycle. In this cycle there are four stages to learning: reflection,
conceptualisation, implementation and immersion. Reflection involves
pondering events to understand why they occurred and how we would like
the future to unfold. Conceptualisation is about contemplating how we can
apply our theoretical frameworks to achieve objectives that may only have
become apparent while reflecting. Implementation entails acting to try to
influence people and change situations. Immersion involves experiencing
the outcomes of implementing our plans.
The requirements of this assessment are that you:
Observation: provide a description of a specific change event from your own
organisation that you have experienced recently or which is vivid in your
memory. Dont get too lost in the detail of the event, and provide only as
much detail as is necessary for the reader to understand what is important.
Provide as much detail as is necessary to provide a platform for the
analysis in the next section of the review. Your observation should include
consideration of the consequence(s) or lack of consequence(s) of the event.
We suggest that this section comprises roughly 10% of your page count.
Analysis: analyse the change event and its consequence(s) using concepts
from the course material and/or assigned readings. Show that you have read
and understood the relevant concepts. Discuss the insights you obtained
from using the concepts to understand the event. Perhaps use several
concepts, consider the extent to which they apply, outline any inadequacy
of the concepts used for understanding the event that you analyse, and/
or identify the links between the concepts. We suggest that this section
comprises roughly 45% of your page count.
Course overview
25
26
Managing Change
27
You may wish to consider voice recording the interview. This will give
you some data to analyse your interviewing technique (remember to ask
the interviewee for permission). Keep in mind, however, that taping
may inhibit the interviewee.
Ask the interviewee for feedback on your interviewing skills.
An example Assessment 2 is provided. If your work too closely mirrors this
example then your maximum work will be a credit.
All members of the group must participate in the production of a single
assessment. Unless strong evidence based representation is made to the
facilitator, the same mark will be awarded to all members of the group.
Group participation will be assessed using the form in Appendix 3. 5% of
marks for this assessment are from self and peer ratings of participation.
Any fully absent ratings will lead to a class average being awarded.
Aims
to develop a strategy and a full implementation plan for an
organisational change based on sound diagnosis
to integrate course concepts from a range of units in articulating and
justifying your strategy and implementation plan
to address the challenges and complexities of managing change.
Process
To complete this piece of assessment you will submit a report of a plan for
a change, and the analyses you have undertaken in order to develop your
plan. You will not be required to implement the plan. We are looking for
evidence of ability to apply course concepts to the analysis of a situation
and to develop recommendations for improvement.
28
Managing Change
29
Managing Change
31
Managing Change
Identifying change (we suggest this section contains 40% of the page count)
Diagnoses of the current state of the organisation/department which
identify the root cause(s) of the issue.
A clear statement of the problem.
A proposed solution which addresses the issue and problem statement.
Assessment of readiness for change, and of the level of commitment
necessary for the change.
In this section you should provide a balance between reporting on both the
outcomes of your diagnoses and solution generation (content) and the tools
you used to arrive at these outcomes (process).
Your implementation plan (we suggest this section contains 30% of the page
count)
Clear action steps for implementing the strategy.
How you will ensure the action steps are implemented, e.g. building
readiness for change, change leadership, engagement strategies.
Identification of obstacles to your implementation plan and how these
might be overcome.
In this section you should also provide a balance between reporting on the
practices/processes/structure, i.e. the content of the change(s), and the
means of implementing them, i.e. the processes of achieving the change(s).
Change evaluation (we suggest this section contains 20% of the page count)
What you expect the project to achieve, i.e. the intended outcomes of
your change intervention. (This should be clearly related to the issue
and problem statement identified earlier.)
Processes and/or measures to evaluate the success of your project.
Processes for adjusting the strategy and implementation as the change
initiative develops.
Figure 6 represents the shape of the analysis we are looking for in this
report. Note that we will deal with convergent and divergent thinking in
more detail in Unit 3.
Course overview
33
Change issue ..
Thinking style
A
Convergent thinking, to define and
narrow issue down to specific
problem
Problem statement ..
Multiple solutions .
Single / few solutions .
B
C
D
At the top of the figure (point A) the lines start far apart from each
other to represent the breadth of scope of the change issue. The change
issue should not be too broad so as to be unfeasible, but it should start
broad enough to be of benefit to the organisation and through diagnostic
processes of convergent thinking become narrower and more defined. You
should arrive at a clearly defined and specific problem statement (point B).
By generating a number of different solutions to that problem statement
you will engage in divergent thinking (point C) and then narrow those
solutions down to the most appropriate one(s) (point D). You will then
generate ideas about how to achieve this/these solution(s) and you may
propose multiple activities to implement (point E). The feedback loop on
the left hand side of Figure 6 going from Point E back to Point A represents
the fact that the activities you recommend implementing have to clearly
address the original change issue.
This is a simplified illustration of the thinking processes you might go
through in constructing and writing your project. Of course there may be
more phases of divergent followed by convergent thinking, i.e. more kinks
or ins and outs than we have here. The purpose of this diagram is to give
you a starting point in understanding what is expected for the report. You
may like to talk to your instructor about your project and how it fits with
the processes illustrated in this diagram.
You should use concepts from across the course in making your diagnoses
and developing your action steps, for example Theory E and Theory O
(Beer and Nohria 2000), action research, systems thinking, organisational
capabilities. You are not expected to use concepts from every unit. Only
include them if they add value to your analyses and your project plan.
34
Managing Change
However, using only the concepts, theories and frameworks from the early
units of the course will limit your analysis.
Assessment criteria
Part 1. Project proposal
This part of the assessment will be graded. Project proposals which meet the
guidelines in Writing your report above will pass but your report will be
graded.
Part 2. Final report
This part of the assessment will be graded using the usual grade categories,
i.e. High Distinction, Distinction, Credit, Pass and Fail. The criteria used to
grade reports are:
effectiveness of addressing the points in Writing your report: Part 2
above
choice of course concepts appropriateness of concepts for issues and
range of concepts across the course
application of course concepts generating insight with concepts rather
than simply describing actions with them
synthesis/integration of course concepts showing links between
concepts and building ideas with multiple concepts
internal flow of report consistency and continuity of points made in
one section with points made in other sections (for example, action
steps address problems raised in the earlier diagnoses of the current
situation)
structure of report organisation, balance, coherence of report
referencing comprehensive and accurate referencing.
Course overview
35
Acknowledgements
Course leader
Professor Chris Jackson BSc (UK), MPhil (UK), PhD (UK)
Professor of Business Psychology, the School of Management in the
Australian School of Business
Chris Jackson is a Professor of Business Psychology in the School of
Management in the Australian School of Business.
He is a registered Organisational Psychologist in Australia.
Chris has substantial international business experience. He has worked
as a Management Consultant in the UK specialising in selection and
development of people and has developed electronic learning systems for
large corporations. He has also designed personnel selection systems and
advised on the management of change in Australia. He also has substantial
interest in the programming of expert systems which help advise on these
processes.
These interests have continued in his research. Now Chris is very involved
in understanding the processes underlying learning and personality from
biological and cognitive perspectives. His research at the moment is
on developing a hybrid model of learning which represents a new and
compelling way of understanding personality in the workplace. He is
currently developing an on-line psychological research laboratory for
understanding these processes and how they relate to work performance.
Managing Change
Ben Bryant
Ben Bryant completed his MBA at the AGSM in 1990, and is currently
preparing his doctoral thesis at the London Business School. Bens main
research interests are change management, change leadership, work design
and management development. He has recently published some of his
findings on team design and development.
Ben has written a number of educational case studies, which have been
sponsored by IMD in Switzerland, the Centre for Corporate Change, the
NSW Educational Training Foundation, and Zurich Insurance Group. He
has also designed and written senior management development courses in
change management, performance management and marketing change.
Ben has conducted a number of senior executive development programs
in Australia, the UK, Canada and Switzerland. He has taught on the
AGSMs full-time and part-time MBA Programs and in-house management
development programs.
Marcus Cohen
Marcus Cohen graduated from The University of Cape Town in 1982 with
a Bachelor of Arts degree in psychology. After completing postgraduate
business studies through The University of Stellenbosch Graduate School
of Business, Marcus returned to The University of Cape Town to complete
Honours and Master of Arts degrees in industrial and organisational
psychology graduating with distinction.
Marcus had wide-ranging experience in human resource management, with
a focus on personnel management and industrial relations. He published
on a variety of topics in business and delivered a number of conference
papers. Following four years at PricewaterhouseCoopers, Marcus became a
partner at Audrey Page & Associates. His special interests included career
management and organisational change.
Marcus was a writer and instructor on the MBA (Executive) Program from
1993, and also taught on the full-time MBA Program. Sadly Marcus died in
2004.
Dexter Dunphy
Professor Dexter Dunphy was formerly a Professor of Management at the
Australian Graduate School of Management and Executive Director,
Centre for Corporate Change. He is now a Professor at The University of
Technology, Sydney. Dexters main research and consulting interests are in
the management of organisational change and human resource management.
He also has a special interest in comparative management, particularly in
East Asia where he has travelled widely. His research is published in about 60
Course overview
37
articles and 15 books, including the Australian bestsellers (with Doug Stace)
Under New Management: Australian Organisations in Transition (McGrawHill, 1990) and Beyond the Boundaries: Leading and Re-creating the Successful
Enterprise (with Doug Stace, McGraw-Hill, 1994).
Dexter holds the degrees of BA (Hons), DipEd and MEd (Hons) from
Sydney University, and PhD in Sociology from Harvard University.
After receiving his PhD from Harvard University, he held the position of
Assistant Professor there, teaching in both the Graduate School of Business
and the Department of Social Relations.
Jo Wackrill
Jo Wackrill has been a core member of the team responsible for the
design and development of the AGSMs Graduate Certificate in Change
Management (GCCM). She was the principal writer of Approaches to
Change and Redesigning the Organisation. She tutored on the GCCM from
its inception in July 1995 to 1998 and taught the MBA (Executive) course,
Managing People & Organisations. She was responsible for the adaptation of
this course, Managing Change, for the MBA (Executive) Program.
She has over 12 years experience as a management consultant, initially with
Andersen Consulting in Johannesburg and London, and later with the PA
Consulting Group in London. Since completing her MBA eight years ago,
she has focused specifically on the management of change. Her work has
involved significant organisation redesign, including the implementation of
team-based organisations, change strategy and planning, and BPR.
Jo co-authored a chapter Managing change in a new edition of an
Australian management textbook, Effective Management, which is edited by
Professor Roger Collins from the AGSM. Jo has an MBA from INSEAD in
Fontainebleau, France and a BSc Honours (Computer Science) from the
University of Cape Town, South Africa.
38
Managing Change
Ann Wilson
Ann Wilson is the Educational Developer at the AGSM. Anns
background is as an educationalist, lecturing in the UK and developing,
designing and delivering education and training programs. Ann has taught
at North West London College, and The Open University, in the UK.
She has worked with NSW TAFE, researching instructional design issues,
developing and designing training packages, curriculum development and
researching open learning methodology. Ann has worked as an educational
design consultant for a number of public and private organisations
including State Rail, ICAC, Telstra, Optus, RTA, and has worked with
the MBA (Executive) Program for a number of years. She has lectured in
adult education, written for a number of educational journals and presented
papers at education and training conferences. She has a research interest in
the assessment of adult learning and the design, development and delivery
of online learning. Ann holds the degrees of BA (Hons) in Politics and
Economics from the University of Leicester, Postgraduate Certificate in
Education (Adults) and MA in Adult Education from the University of
London.
Course revisions
Revisions were undertaken in 2001, 2002, 2003, 2004, 2005, 2006,
2007, 2008, 2009, 2010, 2011, 2012 and 2013. Thanks to all organisers,
facilitators and students for their contributions.
Special thanks to Geoff Mortimore who gives so much to course
development.
Course overview
39
References
Beer, M. & Nohria, N. 2000, Cracking the code of change, Harvard
Business Review, vol. 78, no. 3, pp. 133141.
Kolb, D. A. 1984, Experiential learning: Experience as the source of learning
and development, Prentice Hall, New Jersey.
Locke, E. A. & Latham, G. P. 1990, A Theory of goal setting and task
performance, Prentice Hall, Englewood Cliffs, New Jersey.
Moorhead, G. & Griffin, R. W. 1998, Organizational behavior: Managing
people and organizations, Houghton Mifflin, Boston.
40
Managing Change
Appendices
Appendix 1 A
dapted from Bloom, B. S. et al. 1956, Taxonomy Of Educational
Objectives: Handbook 1: Cognitive Domain, Longman, New York.
Appendix 2 A
dapted from Seidman, I. E. 1998, Interviewing as qualitative
research: a guide for researchers in education and the social
services, Teachers College Press, Columbia University, New
York and London, chapter 6.
Appendix 3 Self and peer evaluation form used in Assessment 2
Appendix 4 Sample action learning review
Appendix 5 Interview with a change agent
Appendix 6 Sample Integrative Change Project Report
Appendix 7 Assignment writing
Appendix 8 Referencing in assignments
Appendix 9 Assessment cover sheet
Course overview
41
Appendix 1
Appendix 2
Managing Change
Interviewer:
Participant:
Interviewer:
Participant:
Interviewer:
Participant:
Interviewer:
Participant:
led her to become absorbed in them (p. 12). Although not every interview
takes on the almost magical quality that Patai describes, interest in the
participants experience and a willingness to hold ones own ego in check
are keys to the hard work of listening in an interview that leads to the type
of absorption Patai describes.
Managing Change
are very nice. I did not know what he meant by the term nice. In a way it
seemed to trivialise the respect for his students that he had communicated
throughout the interview. I asked him, What is nice? He said,
The students at the private university [where he had previously
taught] were rude, and they were frequently demanding. I dont mean
intellectually demanding. They would say, You didnt say that. You
didnt say you were going to test us on that sort of thing. Our students
at the community college are really nice. I realise this sounds silly;
Iapologise for it. It really sounds crazy to say for some reason we
happen to have the nicest people around that happen to live in this
neighbourhood. Now thats not likely. But we have an attitude on
this campus. There is a kind of mutual respect and I get a lot of this
when our students come back after they have gone somewhere else
There is a different feeling, even though it is a bigger school, and
you really dont know everybody. Uh, nonetheless there is a kind of
community feeling here and there is a lack of what I call a mean spirit
where you are just touchy and aggressive and, uh, inquisitive. Maybe
our students are not that motivated; maybe thats why they are not;
but they are really nice to teach.You almost never have anything you
could call a discipline problem. It just doesnt happen I dont know;
I do like our students. I think it would be absolutely perfect if they
were a little better prepared, but thats not as important as being nice
peopleThey are the kind of people that are pleasant to work with.
(Seidman et al. 1983)
In responding to my request for clarification about his use of the word nice,
the participant went more deeply into the nature of his teaching experience.
By my taking his language seriously, he explored what he meant when he
used the word nice. As the interviewer, I then understood better what, for
him were the complexities implied in his use of the apparently simple word
nice.
course. The last two-thirds of the technical math course she was taking was
devoted to calculus.
She said, At that point, I capsized. That was beyond the capacities of my
math it was beyond me. So I was obedient. This is something I dont usually
do in school, but I just memorised and did what I was told and followed out
the formulas the way I was told I should and which I regret. I got an A, but I
regret it.
The interviewer, hearing the phrase I regret it, wanted to hear more. She
asked, based on what the participant had said, What do you regret?
The participant responded, I never really understood it, you know. Ididnt
really learn.Im sure there is something lovely there under all that calculus
to be learned and I didnt learn that. Itheoretically learned how to use it as a
tool. By being slavish you know: plugging numbers into formulas and finding
the right formula and stuff; thats not the way math should be learned and
its not really understanding.
By following up on the participants phrase of regret, the interviewer gave
the participant a chance to go a step further in her story. In so doing she
revealed a desire to learn and a potential appreciation for the beauty of
math that increases the readers understanding of her community college
experience and our respect for her as an individual.
Managing Change
Managing Change
interrupted. Although she could close the door of her office, she could
never close out those who sought her.
Managing Change
11
Explore laughter
Often a participant will say something and then laugh, sometimes because
what he or she just said is self-evidently funny. At other times, the laughter
may be nervous or ironic, its origin unclear to the interviewer and often
worth exploring. For example, when interviewing a female science teacher,
I asked her how the fact that there were 10 women in her community
college science division of 60 faculty affected her sense of power in the
college. I related the question to Rosabeth Moss Kanters (1977) discussion
of numbers and power in her book, Men and women of the corporation. The
participant responded:
Well, you see this isnt a corporation. I mean, people are not
jockeying for position within, and that would make a tremendous
difference, I think, if we were really competitive with one another or
something, [laugh] it might be a tremendously important factor. But
were not competing for anything. There are very few people who
want to, say, go up to the next step, which is division director. I feel
I could get elected to division director, if I so chose. [Pause] My sex
would not at all interfere. [Pause] It might even be a plus, but, uh,
most people here are not interested, its not a power play situation;
were all retired really [laugh]. (Seidman et al. 1983)
Managing Change
unhappy with his teaching, even though he was talking relatively positively
about it.
I was very uncomfortable with this hunch, but finally after we were more
than two-thirds of the way into the second interview, I said to him, You
know, I cant figure this out.You are talking as though you are enjoying
your teaching, but something about the way you are talking makes me think
you are not. Is that fair?
He responded as though I had opened a floodgate. He began to talk about
how angry he was that intern teachers got all the lowest classes. He said
that even though he had solid math preparation, he would not have a
chance to teach upper-level courses for perhaps five more years, because
all course assignments were made on the basis of seniority. Then he talked
about how hard he worked, how little time he had on weekends to be with
his wife, and how little money he was making. As a result of following up
on a hunch, I gained a completely different picture of his experience, and in
the rest of the interview his verbal and non-verbal language coincided.
13
Tolerate silence
Interviewers sometimes get impatient and uncomfortable with silence.
They project that discomfort onto their participants. They see pauses as
voids and jump into the interview with a quick question to fill the void.
A useful exercise is to play back an interview tape and record how much
time the interviewer gives the participant to think before he or she jumps
in with a question. My experience is that new interviewers think they are
waiting a considerable time before asking their next question, but when we
go over audio tapes of their interviews, we determine that in reality they
are waiting only a second or two. Thoughtfulness takes time; if interviewers
can learn to tolerate either the silence that sometimes follows a question
or a pause within a participants reconstruction, they may hear things they
would never have heard if they had leapt in with another question to break
the silence. (See Mary-Budd Row 1974, on the effect of how much time
teachers wait for answers to questions on the quality of students responses.)
Conclusion
There is no recipe for the effective question. The truly effective question
flows from an interviewers concentrated listening, engaged interest in what
is being said, and purpose in moving forward. Sometimes an important
question will start out as an ill-defined instinct or hunch, which takes time
to develop and seems risky to ask. Sometimes the effective question reflects
the interviewers own groping for coherence about what is being said and is
asked in a hesitant, unsure manner.
Effective questioning is so context-bound, such a reflection of the
relationship that has developed between the interviewer and the
participant, that to define it further runs the risk of making a human
14
Managing Change
process mechanical. To some extent, the way interviewers are as people will
be the way they are as interviewers. If interviewers are the sort of people
who always have to be talking, who never listen, who demand to be the
centre of attention most of the time, who are really not interested in other
peoples stories, no matter what procedures they follow in interviewing,
those characteristics will probably pervade the interviewing relationship.
The most important personal characteristic interviewers must have is a
genuine interest in other people. They must be deeply aware that other
peoples stories are of worth in and of themselves and because they offer
something to the interviewers experience. With a temperament that finds
interest in others, a person has the foundation upon which to learn the
techniques of interviewing and to practise its skills.
15
References
Hyman, H.H. , Cobb, W.J., Fledman, J.J., Hart, C.W., & Stember, C.H.,
1954, Interviewing in social research, University of Chicago Press, Chicago.
Kanter, R.M. 1977, Men and women of the corporation, Basic Books, New York.
Lincoln, Y.S., & Guba, E.G. 1985, Naturalistic inquiry, Sage, Beverly Hills, CA.
Mishler, E.G. 1986, Researching interviewing, Harvard University Press,
Cambridge, MA.
Oakley, A. 1981, Interviewing women: a contradiction in terms, in
H. Roberts (ed.) Doing feminist research, Routledge and Kegan Paul, Boston,
pp. 3061.
Patai, D. 1987, Ethical problems of personal narratives, or, who should eat
the last piece of cake? International Journal of Oral History, 8(1), pp. 527.
Patton, M.Q. 1989, Qualitative evaluation methods (10th printing), Sage,
Beverley Hills, CA.
Richardson, S.A., Dohrenwend, B.S., & Klien, D. 1965, Interviewing: its
forms and functions, Basic Books, New York.
Row, M.B. 1974, The relationship of wait-time and rewards to the
development of language, logic and fate control: Part II Rewards, Journal
of Research in science teaching, 11(4), pp. 291308.
Seidman, E., Sullivan, P., & Schatzkamer, M. 1983, The work of community
college faculty: a study through in-depth interviews (Final Report to the
National Institute of Education), Washington D.C. (ERIC Document
Reproduction Service No. ED 243 499).
Schutz, A. 1967, The phenomology of the social world (G. Walsh & F.
Lenhert, trans.), Northwestern University Press, Chicago.
Spradley, J.P. 1979, The ethnographic interview, Holt, Rinehart, and
Winston, New York.
Steiner, G. 1978, The distribution of discourse, in On difficulty and other
essays, Oxford University Press, New York, pp. 6194.
Tagg, S.K. 1985, Life story interviews and their interpretations, in
M. Brenner, J. Brown & D. Canter (eds.), The research interview: uses and
approaches, Academic Press, London, pp. 163199.
Thelen, D. 1989, A new approach to understanding human memory offers
a solution to the crisis in the study of history, The Chronicle of Higher
Education, September 27, pp. B1, B3.
Tremblay, B. 1990, The experience of instructional design, unpublished
manuscript, University of Massachusetts, Amherst.
16
Managing Change
Appendix 3
A
Commitment and
Effort
B
Originality and
Initiative
C
Quality and
Reliability
INSTRUCTIONS:
Grade each group member (including yourself) on attributes A, B, and C using a 1 to 5 scale
where:
1. = Did not meet my expectations of a team member. Contributions were well below that
of other team members.
3. = M
et most of my expectation of a team member. Made a fair contribution.
5. = E
xceeded many of my expectations of a team member. Made outstanding contributions.
ATTRIBUTES
A. H
igh commitment to team, cooperative, receptive to criticisms and suggestions, worked
well with others, attended meetings and participated. Effort devoted to teamwork and to
management of the team.
B. Displayed originality and initiative in contributions. Contributions frequently showed
imagination. Contributions had high impact.
C. Reliable, high quality of work output, produced results, got work done on schedule.
Marks will be averaged across the group and students will receive the rounded % equivalent
of the average rating provided. Thus a rating of 4 will provide 4% but a rating of 1 will
provide 1%.
Appendix 4
Choice of event
The choice of event is appropriate in two ways:
Louise has focused on an episode in her own practice. While it not
one in which she is in a managerial role, it is one in which she is
doing something, i.e. giving feedback that is a central ingredient of a
managers role.
The event is of appropriate scope for this assignment. It is best not
to choose an event or episode where a great deal of contextual detail
needs to be given, or where the issues are too complex to be dealt with
adequately within the page limit.
Description section
Louises description of the event in question is concise and to the point.
It does not provide any unnecessary detail, e.g. about the organisations
background, size, turnover etc.
The first section should be just observation. No reflection is required here.
Analysis section
The analysis section demonstrates a clear understanding of emotional
intelligence and self-regulation. Not only has Louise effectively drawn on
these ideas and theories, she has continually linked her analytical points to
the course concepts.
However, the opening paragraph of the Analysis section is quite general
and does not add much value to the analysis of this specific event. Long
descriptions and definitions of concepts are not necessary. It would be
better to use the scarce words to use course concepts in analysing the
specific event.
Appendix 4: Sample Action Learning Review
Also, the range of ideas used in the ALR is relatively narrow. This is
reflected in the rather short references list. By and large, it is good to use
a wider range of relevant ideas from the course, ideally integrating the
ideas. It is obviously not a competition to see how many references you can
make! On the other hand, it is important to demonstrate that you have
understood the relevant ideas and theories in the course, and can apply
them to a real situation.
Also, Louise has made a remark or two about the limitations of the
concepts being used in the analysis. This is a further strength of her
Analysis section.
Improvement plan
Louise has drawn on the literature and used some suggestions from the
readings in the development of her improvement plan.
Managing Change
Evaluating effectiveness
An important part of the ALR is stating precisely how you would evaluate
the effectiveness of applying the steps or initiatives suggested in the
improvement plan. This is one of the two most neglected components of
ALR assignments. Louise has done this well, by suggesting a number of ways
of measuring the effectiveness of the initiatives she has recommended.
Referencing
Appropriate referencing is an essential ingredient in an ALR.
Louise refers to the unit when she should be referring to the publication
that was the original source of the idea. She should then generate a list
of these in the References section at the end of the document. Only cite
references you have read.
The References list does not follow the prescribed conventions for
referencing the course. The instructions in MYL says: Note that the item
for the course in the Reference list does not mention a particular unit or
units. The page numbers in the bracketed citations in the text of your
assessment will indicate the units from which the ideas are drawn.
Style
Some students need to carefully check their grammar before handing in
an assignment. Perhaps asking a colleague or friend to proofread materials
before submission will help. Alternatively, reading written work out loud
can identify problems.
There are two ways in which the sample deviates from the prescribed
format.
There is no single indent at the beginning of each paragraph (this is
prescribed)
There is a line break between each paragraph (this not prescribed).
Managing Change
Warning
Do not make your work similar to these examples. You will not achieve more
than a credit if your work is similar.
A change quote
i. The event
An easy to navigate and manage Customer Relationship Management
(CRM) system that integrates customer information and stringent
compliance frameworks are needed for an effective pharmaceutical
organisation. Since 1992, the FLIM database system was ACMEs CRM.
In July 2011, FLIM was replaced with a new CRM, VLOD, to ultimately
improve efficiencies and sustain competitive advantage.
A Change Quote
Managing Change
All four change agents explored in this analysis could easily answer all of
Rotems three key indicators for change readiness (1981) in MC 2011, p.
3-25, indicating that this change could be initiated with a high probability
of success (MC 2011, p. 3-26). Further to this, Sam mentioned that he
tried to avoid resistance to change by actively attempting to enrol the
organisation using Waltons model (1995) in MC 2011, p. 3-27 and
gaining commitment from certain managers who would generate a critical
mass (MC 2011, p. 4-3). Sam also asked managers to purposefully enrol
innovators, early adopters and importantly laggards to act as change
champions, the Super VLOD users. As Sam said to me I knew that if I got
them on board then the change was more likely to succeed.
What hasnt occurred with this change is the assessment of group
commitment, review and analysis of the change especially peoples
emotional reaction to change and celebrating success. So much so, that
some of the change recipients are wanting the FLIM back!
Specific Action
- Observe and catch up with people
for a coffee asking open ended
questions about the usability of
FLIM
- Conduct interviews with Business
Unit Managers, functional groups
such as compliance and external
customers to see if there is an issue
- Conduct an online survey asking
people to be candid about FLIM
and opportunities for improvement
- Look and use FLIM myself to
determine its competitive
advantage or not and whether it
could be improved
A Change Quote
Approach
STEP 2
Understand the issue more fully
to clearly identify and define the
problem
STEP 3
Solution generation with a diverse
group
STEP 4
Assess readiness for change
STEP 5
Build commitment to the change
STEP 6
Emotionally help people through
the change
Specific Action
- With a cross functional team
undertake a SWOT analysis and
a value chain analysis. The value
chain analysis is important in this
particular instance because many
functional departments interact
with external customers without
sharing customer information. To
provide detail to the WhyWhy
carry out a fishbone analysis and
this diagram will then provide a
communication tool that is readily
understood and compact allowing
all issues of a topic to be seen and
the vision be realised
- Conduct a series of workshops with
various functional colleagues to
brainstorm blue sky ideas allowing
thinking time and trying to
generate Cognitive type conflict.
Look at other industries for more
divergent thinking
- Use Cohens (2005) in MC 2011,
p. 3-29 model level of enrolment
because its specific and you can
easily determine who you need
to focus on and what level of
commitment is needed
- Use Nadler and Nadlers (MC
2011, p. 4-11) 12 winning hearts
and minds strategies to build
commitment
- Use persuasive language with
champions so that the critical
mass effect starts and convey a
compelling vision of the future state
that there is so much better than
the current state. Dont let people
forget Rotems 3 key indicators of
change readiness
- Use behavioural coping strategies as a
change implementer in MC 2011, p
4-19 & 4-22
Managing Change
References
Kanter, R.M. 2005, Leadership for change: Enduring skills for change
masters. Harvard Business School, Nov 2005
Tate, W. 2005, Working with the shadow side of the organisations.
Developing HR Strategy, May 2005, pp. 22-25
A Change Quote
Dear
Here are my comments on your first assignment, the Action Learning
Review, together with the grade.
FORMATTING
All good but note that you do not have to leave extra spaces between
paragraphs. Your referencing technique is generally good but the
referencing still needs deeper details for it to properly demonstrate your
good understanding of how the course applies to the material.
OBSERVATION
Elegantly written making good use of the space available and sticking to the
key points. I might have been a little clearer as to the problem by the end of
the event and I was not too sure what you mean by the macro factors on
p3.
ANALYSIS
This works well but be careful to interpret your diagrams this should not
be left to the reader.
Nice introduction and use of the process reference to support your work
approach. Moreover you drill down well to talk about the tools used and
how they were partially misused. Also bringing in the Kanter reference sets
the scene well but you might also show greater acknowledgement of biases
and framing of issues.
In some ways the analysis does suffer from a lack of focus this is consistent
with my comment at the end of the event section.
IMPROVEMENT PLANNING
The improvement plan does well to firmly link the course material to
the problem and you do well to have specific actions that should lead to
success. I like how you have provided concrete examples in your table of
what actions should be undertaken. Should you have flexibility?
Why do you change style of reference for Heifetz and Linsky?
Nice use of a table to present solutions but more on obstacles and
measurement of success is needed.
Managing Change
OVERALL
A good piece of work resulting in a credit. Very strong in parts with great
style in presentation but lacks focus through the sections such that it was
not immediately clear why there was a problem and therefore how it could
be addressed. I hope all this is useful to you.
And whilst Tables are effective in summarizing information, remember that
there is a need to interpret it within the text. Do not leave this job to the
reader!
Let me know if you would like to discuss my comments or the grade.
Regards,
A Change Quote
Appendix 5
Change Role
XYZ, the Worlds most multicultural and multilingual television
broadcaster began in the 1970s. Its most recent brand identity was shaped
in 1991. Seventeen years later, not only had the media landscape changed
dramatically but the Australian .publics understanding of multiculturalism
evolved.
Jemima Smithson commenced as the newly appointed Director of
Marketing in 2006__ and was surprised to learn that many staff could
not explain the purpose nor the identity for XYZ. The identity had
organically manifested throughout the years but now there was a need to
create a more contemporary brand expression one that better aligned
with how audiences related to their world. This was not just Jemimas
personal view but one which was generally shared by the executive team,
staff as well as viewers identified in many research programs. Jemima
initially acted in a Change Strategist (Kanter, Stein and Jick 1995) and/
or Change Generator role (Ottaway 1983)and later as Implementor as she
set about devising a plan to orchestrate the change to define and articulate
XYZ s brand position. This was articulated in XYZs Corporate Plan 2007
as two brand-related goals:
1. Stimulate audience interest in XYZ services Express a powerful,
clear, dynamic brand position for XYZ and
2. Foster a positive culture - Instil X YZ s purpose, values and brand
engagement throughout the organisation
Jemima was aware of the complexities with implementing change programs
as per findings by Porras and Robertson (1992), Carr (1996) and Nohria
and Beer (2000)however she felt she was ready to take on the challenge
for these reasons: 1. Her extensive experience in leading branding change
initiatives throughout her career at 3Foxtel and Triple J; 2. Previous change
programs allowed her to build competencies in content, control and process
agendas as per Buchanan and Boddy findings (1992),3. She is an advocate
for Kotters Leading Change(1996) book which she reads annually.
Managing Change
Managing Change
Managing Change
References
XYZ Branding Update research, July 2008.
XYZ Media Release July 2008 XYZ Brand Resonates with audiences Most
liked television logo.
Managing Change, 2008, Units 17, AGSM MBA Programs Graduate
Certificate in Management.
Armenakis A A, Harris S G & Mossholder K W 1993, Creating readiness
for organisational change, Human Relations, Vol. 46, No. 6, pp 681703.
Clarke M & Meldrum M 1999, Creating Change from below: early lessons of
agents of change, The Leadership & Organization Development Journal,
Vol. 20, No. 2, pp 7080.
Nadler D & Tushman M L 1990, Beyond the charismatic leader: leadership
and organizational change, California Management Review, Winter,
pp 7797.
Nadler D A & Nadler, MB 1998, Winning hearts and minds: overcoming
the obstacles to change in Champions of change: how CEOs and their
companies are mastering the skills of radical change, Jossey-Bass Publishers,
San Francisco, pp 83108.
Chan Kim, W & Mauborgne R 1997, Fair Process Managing in the
Knowledge.
Leaderskill Group 2008, AGSM MBA Managing Change Change Skills
360 Profile.
Many thanks for submitting your second assignment and for giving me the
opportunity of reviewing it. My comments are meant for self-development
so please do take the opportunity to reflect on them.
Lessons learnt
Both the lessons you learn are quite generic, yet you manage to generate
specific action plans resulting from them.
The grade for the Assessment is a Distinction.
You write clearly and present a detailed argument whilst interweaving the
literature in your work in a wise way. Good work! I would in some ways
have liked to see you more critical and less accepting of Jemimas change
program.
Your referencing needs further attention. Remember to reference according to the rules and only include material in your reference list that you
have read.
Let me know if you want to discuss any of my comments or the grade.
Regards,
Managing Change
Appendix 6
This piece meal implementation has caused a number of issues where incorrect
document versions have been sent to clients, development teams have used the
incorrect versions of design documents, etc.
BGI will provide an easy to use system for the accurate storage and retrieval
of company documents to all levels of the organisation.
This vision has been agreed by the project sponsor, project manager and Chief
Executive Officer.
Objectives
The key objectives of the change project as defined by the project sponsor are
described below.
1. Identify issues with the current management of documents.
2. Define a solution that improves document management across the
organisation.
3. Undertake the implementation of the technology solution, if relevant.
4. Identify organisational skills gap, and an action plan to address.
In addition the implemented document management system will have the following
characteristics:
Staff and stakeholders can access information they require, subject to security
and utilisation policies.
Ease of use
Project team defines the reporting structure and accountabilities of the project
team, including sponsor and project manager.
2
Managing Change
Diagnosis
Methodology
The following sections describe the methodology that has been used to diagnose the
issues with document management in BGI.
Interviews
Individual interviews were held with the following key stakeholders to determine
their issues:
Programme Director
Development Director
Most had trouble finding the information they wanted and kept personal
stores on their hard disks
Overall, there was a high level of dissatisfaction with how documents are looked after
in BGI. More detailed results for this survey are contained in 0 .
X
SWOT
Using the information from interviews and surveys, a SWOT analysis for the current
information management systems that are used in BGI was conducted.
Strengths
Been with the organisation since its
inception.
Opportunities
Organisation accepts the need to change
the status quo
Weaknesses
No naming style for documents
No consistent storage location
Preferred system difficult to use and
hardly used
No formal processes defined
Threats
Incorrect information used for decisions
Outdated information sent to clients
It can be seen that there are no real strengths to the organisation with the current
document management tool and processes; in contrast there are multiple weakness
and very serious threats to the organisation with it. The major opportunity is that the
organisation is keen to replace the current system!
4
4
Managing Change
Fishbone diagram
A fishbone analysis was also undertaken to help diagnose all possible issues that
could affect why document management is an issue, based on the interpretation of
survey results. The diagram below shows this, using Ishikawas (1969) 4Ms for
defining the categories.
Methods
No processes defined
Materials
Impossible to track different
versions of the same
document
No naming standards
No search tool
Inconsistency
Machines
No way of assuring
correct documents
used
Manpower
It can bee seen that there are weaknesses in all aspects of the document management
system. The problem solving stage will aim to address these identified issues.
These models are reproduced at 0 . It was found that the processes for creating
X
documents and new versions are fundamentally sound, but there needed to be some
education on issues identified by the survey. The process for finding a document will
change with the new system implemented.
Problem definition
Using the diagnosis methodology above, the following problem statements have been
defined:
Issue
There is no naming convention for
documents
Impact
Inconsistent naming increases the chance that
multiple documents on the same issue are
created.
Confusion exists over where to
Employees store documents in manner
store a document
locations, picking a favourite location which
makes it hard for someone else to find the same
information.
Mandated tool is difficult to use and People use alternatives that do not offer version
unpopular
tracking, meaning that there is no record of
document history.
Tracking document versions is
Lack of traceability of document versions.
inconsistent and difficult
Potential loss of historical corporate
information that is critical.
Searching for a document is
Employees waste time trying to find the right
document or give and make do with a close
difficult
alternative, potentially making incorrect
decisions.
Local hard disk (C:) is sometimes
Failure of an employees hard disk will lose
used for storage
valuable corporate information, which could be
catastrophic for the organisation.
People not skilled to use
Employees either fudge the process to get the
appropriate tools
tool to work they want, or avoid using it
altogether.
Assumptions
As configuration manager, my frame of reference (Bolman and Deal 1997) is
influenced towards the issues around the tracking of version history against artefacts
stored. Such a bias may lead to a diagnosis where not all aspects have been
6
Managing Change
considered (usability, skill levels, etc). By using a variety of diagnosis tools, plus the
involvement of team members from other parts of the business, the chances of this
occurring should be reduced. Nevertheless, the following assumptions were made:
Common mistakes made when diagnosing a problem are reproduced below, along
with the mitigating action taken.
Mistake
Mistake symptoms for problems
Ignoring the problem in different parts of
the organisation
Unfinished diagnosis
Failure to clarify purpose
Source: Kubr (1996)
Mitigation
The use of a variety of diagnosis tools
mitigated the risk of this occurring.
The survey to all staff gave them the
opportunity to respond. Note that all parts
of the organisation did respond to the
survey.
The scope of tools used ensures that the
diagnosis is of sufficient scope and is
completed.
The problem has been well-defined by the
executive and project teams.
Solution design
Methodology
Generating
The first phase of solution generation was to define how the problem will be resolved.
A how-how diagram was used for this initial phase, reproduced below.
How?
How?
Continuous improvement
Re-engineer existing
of processes
processes
Improve document
management
Implement document
management system
Define requirements
for system
Requirements evaluation
The table below evaluates the requirements that were generated during the
brainstorming session; the final column defines whether the requirement is selected
for the solution.
8
8
Managing Change
Area
Easy to use
Requirement
Web-based
Customisable
Training
available
General users
Administrator
Developers
Collaboration
Instant messaging
Shared editing
Team work areas
Cheap
Commercial
solution
Open source
solution
Internally
developed
Search system
All documents
Easy to use
Secure
Restrict access
Different security
roles
Reliable
Comment
Being web-based will make it easy to
administer and deploy.
A customisable solution will allow
BGI to modify it, as requirements
change over the future.
Training for general users should be
available to ensure consistency of use
across the organisation.
The selected administrators will need
to attend appropriate training.
Training for those that undertake
customisations must be available.
Online chatting is a popular pastime,
but is not currently justifiable in a
business context.
The ability for a number of users to
modify the same document should
lead to faster document creation.
Team areas will allow common
documents to be stored, reducing
confusion.
Commercial solutions can be
expensive, but offers better support of
issues experienced.
Open source is an unproven concept
for commercial software.
Developing internally will cost more
in the long-term, and will take
resources away from the primary
business.
All documents in all formats must be
storable. Additionally, multimedia
files (video, pictures, etc) are
desirable.
An easy to use search system using
English search terms is required.
Access to specific areas must be
controlled so not all can access (e.g.
the Executive team area)
Different users will have different
roles (administrator, user, etc.).
As critical data will be stored in this
system, the chosen system must be
reliable.
9
9
9
9
9
8
9
9
9
8
8
9
9
9
9
9
Tools evaluation
The brainstorming session identified three systems that could be used for a document
management system. These are:
Microsoft SharePoint
Documentuum
FileNet
All the tools satisfy the requirements identified above; however the costs are
somewhat different: Documentuum and FileNet both retail at between $50k and $70k,
whereas SharePoint is a free. Additionally, it should be remembered that
Documentuum and FileNet are intended for large organisations, whereas SharePoint
is for small businesses. As such, SharePoint has been chosen as the document
management tool to be implemented.
Use cases
As previously stated, it is believed the current processes are sound so no new use
cases were created. It is envisaged that the processes will be refined over the future,
this is addressed below.
Organisational readiness
Rotem (1981) defined a model to assess change readiness in an organisation; the key
indicators and BGIs position are reproduced below.
Indicator
How significant & important do people
believe the discrepancy is?
How meaningful or valued is the
desired outcome?
Who is taking responsibility for the
10
Position
The survey conducted showed that
employees agree with the discrepancy.
Employees are eager to use a new
document management system.
A project team will undertake the
10
Managing Change
Indicator
change?
What are the stakeholders critical
priorities?
Is a solution possible at this time?
Are the change agents sufficiently
skilled?
Position
implementation.
The interviews conducted identified the
critical priorities.
The technology exists and employees are
keen to change from the current system.
The team members have a variety skills,
including project management.
It is considered that BGI is in a high state of readiness for the change, with a high
probability of success.
Implementation plan
Overview
Beer and Nohria (2000) propose that change agents use Theory E for structural
changes to an organisation, and Theory O for changes from the bottom up. As this
change is effectively in two parts, the technology change and the human skills change,
this approach will be used.
The implementation of SharePoint will be managed by the project team and will
consider how the system is implemented in terms of:
This initial implementation is intended as a baseline from which the organisation can
grow in the future.
11
11
To support the technology change, there will have to be a change to the document
creation processes. However, in order to make the transition for employees easy, the
current processes will be used. A team will be set up that has responsibility for
driving change to the processes through employee participation and involvement; this
is described in the post implementation review section.
Technology change
Gates (1999) introduced the concept of a digital nervous system, which comprises
the digital processes that closely link every aspect of a companys thoughts and
actions. The components of such a system are shown below:
Basic
operations
Business
reflexes
Digital
Nervous
System
Strategic
thinking
Customer
interaction
Source: Gates (1999)
It is envisaged that the implemented system will contribute to the basic operations,
business reflexes (the speed that the organisation conducts business) and how BGI
interacts with customers to form part of the digital nervous system. As other systems
12
12
Managing Change
(databases, etc) are implemented, these will be integrated as part of the digital nervous
system.
Skills development
Training in the use of SharePoint will be split in to three categories:
General user: normal formal training courses for the use of SharePoint, so
training will be provided to all users by the project team.
Developer: For this financial year, it is not anticipated that any employees
will be sent on SharePoint developer training, as it is non-core. This situation
will be reviewed in the next year.
Project milestones
The project milestones shown in the table below are derived from the project schedule
reproduced in 0 .
X
Milestone
Project roles defined
Security defined
Training strategy defined
Planning complete
Deployment complete
Project completion
Description
All roles within the system defined, as well as
project team roles.
How security is implemented in the system.
How training for employees and administrators will
be conducted.
Achieved, when all the above milestones reached.
When SharePoint has been implemented and is
ready for use.
Following launch, and post-project review.
Date
5 Oct
7 Oct
20 Oct
20 Oct
16 Nov
30 Nov
13
13
Post-implementation review
Six-monthly review
In addition to the standard post-implementation review, six months from the project
go live date, a post-project review will be undertaken. The objective is to compare
the state of the organisation against the intended project objectives. This will
determine whether the project has been successful in creating long term change.
Continuous improvement
Continuous improvement requires a commitment to learning (Garvin 1993) in order
for it to occur. One tool to enable this is Action research (French & Bell 1984), which
is a cyclical research process. It is participatory in that employees may contribute
ideas, solutions, etc. to evolve the action. It is shown diagrammatically below:
Situation
Actions
Options
Group
feedback
Goals &
assumptions
Data
14
14
Managing Change
quarterly basis to review all suggestions for consideration for implementation. The
review committee consists of:
Before meeting, any data required will be collated by the system owner. At any point,
the submitter of a suggestion may be asked to attend the committee.
In order to encourage the submission of ideas, it is recommended that a reward and
recognition policy be introduced for the best ideas submitted.
15
15
References
Beer, M. & Nohria, N. 2000, Cracking the code of change, Harvard Business
Review, vol. 78, no. 3, pp. 133-141
Bennet, R. & Oliver, J. 1992, The essentials of action research, Leadership and
Organization Development Journal, vol. 9, no. 3, pp. 8-20
Bolman, L. G. & Deal, T. E. 1997, Integrating frames for effective practice, in
Reframing organizations: artistry, choice and leadership, Jossey-Bass, San Francisco,
chapter 15.
Egan, G. 1994, Working the shadow side: a guide to positive behind the scenes
management, Jossey-Bass, San Francisco
French, W. & Bell, C.H. 1984, Organization development, Prentice Hall, Englewood
Cliffs, New Jersey
Garvin, D. A. 1993, Building a learning organization, Harvard Business Review,
vol. 71, no. 4, pp. 78-92
Gates, W.H. 1999, Business @ the Speed of Thought, Penguin Business, New York
Kubr, M. 1996, Management consulting: a guide to the profession, 3rd edn,
International Labour Office, Geneva
Rotem, A. 1981, Developing creative solutions: Theories, research, and techniques
in Behavioural decision making, ed. R.N. Taylor, chapter 3, Scott, Foresman and
Company, Glenview, Illinois
16
16
Managing Change
Organisation chart
Programme Director
(Project Sponsor)
Configuration Manager
(Project Manager)
A.2
Office Manager
(Project Member 1)
(Project Member 2)
Role
Responsibilities
Accountabilities
Role
Responsibilities
Accountabilities
Role
Responsibilities
Accountabilities
Role
Responsibilities
Accountabilities
Project Sponsor
Provide funding for project
Obtain approval for project proposals
Provide feedback/mentoring to project manager and team where
required
Reports to BGI executive regarding project status
Project Manager
Delivering information management solution for BGI
Maintaining stakeholder relationships
Developing project schedule
Reporting to project sponsor regarding project status
Assigning project activities to team members
Establishing feedback mechanism for BGI staff
Reports to Project Sponsor on matters of budget, resources, time
Project Member 1
Assisting the project manager throughout the project
Stakeholder for BGI operations group
Reports to Project Manager for the project-related activities
Project Member 2
Assisting the project manager throughout the project
Stakeholder for BGI development group
Reports to Project Manager for the project-related activities
17
17
C: drive
Personal
Outlook
Other drive
(please identify)
Business
Outlook data
file
DocStore
Both
Dont know
easily
I know the right version of a
5
create
I know how to identify a new
7
version of my document
I know the right location to store my
8
document
DocStore is only used to store
9
program code
10 DocStore is very easy to use
Executive
team
Development
team
18
Customer
delivery team
Business
development
team
Operations
Tax business
centre
18
Managing Change
Breakdown of respondents
Number of staff sent to:
42
Respondents: 29
% Return:
69%
1
4
9
16
Customer
delivery team
Business dev.
Team
9
9
4
6
Operations
Tax bus.
centre
3
4
3
3
29
42
C.2
Breakdown of responses
C: drive
I store my emails
Personal
Outlook
Statement
Strongly
agree
Other drive
(please
DocStore
identify)
Business
Both
Outlook data
Dont know
file
Agree
Disagree Strongly
disagree
10
18
21
17
12
16
19
19
10
22
18
21
25
26
4
5
6
7
8
9
10
11
12
13
14
19
19
Controlled
document
Document
author
D.2
Create new
document
Store in document
system
Document
author
Checkout of
document system
Make
modifications
Controlled
document
Return to document
system
20
20
Managing Change
D.3
Current process
Required
document
Retrieved
document
Determine
storage location
Document
author
Navigate through
storage location
Improved process
Required
document
Retrieved
document
Document
author
Enter search
criteria
21
21
Project schedule
The Microsoft Project schedule is shown below. The latest version of this is retained
by the project team.
E.1
Risk management
Risk
Loss of project team member
Incorrect requirements defined
Incorrect solution defined
Change provides no gain to the
organisation
No user commitment
22
Mitigation
Having three team members reduces the impact of
losing one. A succession plan for the team has
been defined.
Requirements captured via stakeholder interviews,
staff survey and comparison with industry best
practice.
Solution will meet requirements as defined.
Assessment of the organisation 6 months after
implementation will assess gain. Continuous
improvement process will give opportunity for
long-term gain.
Engagement of users and stakeholders through
project communications and training.
22
Managing Change
Instructors comments
Congratulations on a reasonably full and thorough project report. I hope
the change implementation is going smoothly and proving useful for the
organisation. Here are some comments on your report and suggestions for
how it could be strengthened.
Length You have exceeded the limit for this assignment, and I havent
read beyond the 14-page limit. Always use Appendices with care if the
information is important enough to your report then put it (or summarise
it) in the main text. If the information is marginal in value then consider
leaving it out.
Scope You have outlined a nice clear scope here. The nature of the
project is well defined, and the reach of the project is clear. You have also
provided meaningful justification as to why this project is needed. A good
start. One potential drawback is that the project, being company wide,
could be quite large. It might have been difficult to attend to all the details
within the confines of this assignment. You state later in the report that the
organisation is small which would allay these fears, so some data to support
this might help put the reader at ease that the project is feasible.
The numbered points in the Objectives section are process-oriented
and in a sense are really the overview of your methodology. Perhaps this
information might have been integrated within the methodology section
and you could have saved some page count.
The dot points in the Objectives section are also important as they
identify the evaluation criteria of the project. Perhaps this section might
have been strengthened by specifying the points a little more. For example,
what does managing quality and integrity really mean? Also, since you
have mentioned the evaluation criteria up-front, it would be important to
come back to these elsewhere in the document, for example in the solution
evaluation stage (see below) or at the end of the document in the Postimplementation review section and ensure that you identify how each of
these will be measured.
Diagnosis The diagnosis section is thorough, however more could be
done to pull out some useful insight from the tools you have used. The
information in the SWOT and fishbone tools is useful but doesnt really
help us get to a core issue. You could, for example, say which of the spines
on your fishbone has most impact on the issue in the head of the fish and
then focus the change project on that core issue, or root cause. As a result
we end the diagnosis section with a long list of problem statements, rather
than one clearly defined one, and the change issue is much the same as the
broad problem at the beginning of the paper. Remember that the idea of
the assignment is not to use as many tools, or as much theory, as possible.
Rather it is to use only those concepts that really help you to provide
Appendix 6: Sample Integrative Change Project Report
23
structure for your thoughts so that you may gain insight into the issues. In
this case, the SWOT certainly provides structure, but no new insight. It is
great to see you using a number of diagnostic tools in order to try to get at
the underlying causes of the problem. I think you lost a bit of meaning here
by not integrating the results from the various tools.
It might have been interesting to explore a little more information in
relation to the role that you played as a change agent. For example, how did
you sell the change to the CEO? Which of Espers (1990) competencies did
you employ? How did you plan for and structure your interviews, e.g. did
you use any of Seidmans (1988) tips?
It is interesting to note that the participation rate in the survey was low for
the Executive Team and the Development Team. I am wondering if this
suggests anything about resistance and whether perhaps this might affect
implementation? This is a similar point to the comment above regarding
drawing meaning from your use of course concepts. In this case, it would
have been interesting to see you draw meaning out of the data.
The section on your assumptions is great to see. Again more could be done
to pull out the implications of this for this project, or consider leaving it out
to save page count, if it doesnt really add insight.
Solution generation Because of the lack of clarity in the diagnosis section
the problem being addressed (Improve document management on the
left hand side of the how-how diagram), is quite broad. It would have
been better to pick one of the narrower problem statements identified
earlier, and explore that. A consequence of having a broad issue to solve
here is that you havent really been able to generate multiple solutions to
the issue. The issue as stated is improve document management and the
solutions suggested are all around the properties of a new piece of software.
Another obvious solution to the issue that hasnt been explored here is
better training for employees in the current system, or improving policies
and processes around the existing system. The human element of managing
documents has been overlooked. You identify earlier that a re-engineering
option might also be possible, however you do not mention this again. So it
reads as if you have closed in too early on a technological solution.
Solution evaluation The table on Requirements evaluation is helpful
and thorough. You could tie this to the characteristics of the document
management system that you identified earlier.
Scope Objectives section of the paper? Also, the main criteria used to
make the decision about which software to use is cost. If this is such a key
criteria perhaps it could be stated earlier in this section.
24
Managing Change
Readiness for change the use of Rotem (1981) to assess readiness is clear
and valuable. To strengthen this section even further you could say what
the consequences of this assessment are, i.e. if readiness is high are there
any strategies that you dont need to pay much attention to, or parts of the
change management process which can be skipped? Also, there is nothing
in the report on processes to manage readiness for change, i.e. change
leadership, building commitment to change, Hambrick & Cannellas
(1989) tools for implementing change. Are we to assume that because
change readiness is high at the outset there will be no resistance and no
need to maintain readiness as the change initiative runs its course?
Implementation plan Starting with Beer & Nohria (2000) sets the scene
nicely for this. However it is not clear what the implications of this concept
are for your plan. You say As this change is effectively in two parts this
approach will be used. Which approach? Theory E or Theory O? It isnt
clear how exactly Beer & Nohria (2000) would apply to your discussion on
implementation. Value could be added here by drilling down to pull out
and apply the theory more specifically.
The Gates (1999) model is a nice overview although to an outside
reader, and perhaps more importantly to you as the change agent, it is not
immediately clear what specific action steps will be taken to ensure this all
happens.
Action steps there is some useful information on which action steps need
to be taken, i.e. around skills development. More detail could be provided
on who does what to ensure the new software is used. Id like to see a
clearer breakdown of change agent roles.
Also, there is no consideration of the obstacles to the implementation plan
and action steps. Since marks are assigned for this element, this has been a
costly omission for you.
Project evaluation this section is done quite well. Some suggestions
would be to include specific measurement tools to use in evaluating project
success. How will you compare the state of the organisation against the
intended project objectives?
Use of course concepts The course concepts you have chosen are
appropriate, though there could be a few more across the course, e.g. change
agent competencies, change leadership, systems thinking etc, and they
could be integrated more, rather than used in isolation of each other.
Also, you could use the concepts more to drive your analysis, rather than
putting them in to show youve read them. For example, rather than simply
putting in the Bennet & Oliver (1992) diagram on action research you
could say in the following text how, specifically, you can implement this
model to enable continuous learning. Who takes ownership to make sure
Appendix 6: Sample Integrative Change Project Report
25
this happens? Who is in the group feedback group? What kind of data will
be collected? How will you reach agreement on what the new actions are?
Dont leave the marker to try to fill in the blanks for you. Also ensure there
is internal coherence in the report. This is usually achieved by the writer
ensuring that the links are made, and that the story rather than the theory,
is always at the centre.
So overall its obvious you have put a lot of work into this assignment and
it shows in the progress made in the project. You also demonstrate a sound
knowledge of course concepts and covered a range of theory to support your
approach to this project. At times I did feel that the theory became an end
in itself, rather than a problem-solving tool by which to explore, analyse
and gain insight. While you used a variety of diagnostic tools, I didnt
believe you obtained the best value out of them in terms of answering the
so what, how so, why-why questions. So there are some improvement
areas, but this is a solid, valuable project. More course material would have
been welcome.
Your grade is a credit.
26
Managing Change
Appendix 7
Assignment writing
by James Carlopio & Rose Trevelyan
Assignment writing
Because assessment in this course relies on essay-like assignments, here are
some guidelines in how to write a good essay.
Plan your assignment. This is the essence of the writing process. This is
the point at which you craft or create your assignment. You should start
your outline by considering the assignment requirements. The way you
cut up the assignment question or requirements can suggest a natural
structuring for your essay.
If you think that essay or report writing is an excessively long and laborious
task, it is likely that you are not sufficiently organised beforehand. Your
thinking and creating should be done upfront in the form of a rough plan
leading to an outline. If this is done well, writing the first draft becomes a
matter of simply expanding on the outline and getting it all down on paper.
We must always begin with the end in mind. Therefore, it is critical that
you fully think through your arguments and the flow of the essay before you
begin writing the first draft.
Your outline should flow from the central theme of your assignment.
Remember, your instructor does not want you to describe the content of the
units as he or she has already read them! Your assignment should not be a
description of what happened so far in the course or in the case. It should
be a fully supported argument for a certain point or perspective. It has to be
supportable based on the information in the course materials.
This is the point to ask yourself Why do we care about what I am saying?
What is the relevance, the major point?. Ask yourself, So what? after you
have written your outline. This point or perspective (i.e. your answers to
these questions) is wherein you add value over and above what you have
heard and read in the course. This is where you illustrate what you have
learned by providing evidence that you have thought about the issues
and have something intelligent to say in relation to them. This is your
opportunity to relate it to the real world, to your work experiences, or to
some expected future situation.
Write a first draft of the assignment, following your outline. Do not
worry about anything except getting the content down on paper. At this
point in the process it is perfectly okay to use abbreviations, incomplete
sentences, grammatical nightmares, whatever. Leave all this other stuff
until the next step. For now, concentrate on the specifics, the content,
the data etc.
Edit the first draft. After you have written your complete first draft, it is
time to edit the first draft, concentrating no longer on content but on the
writing process. If you have done the previous steps well, you should have
most of the content issues taken care of by this point. It is now time to
Appendix 7: Assignment Writing
Managing Change
Bullet points. These can be used, but should be used sparingly. Lists do
not allow you to craft an argument. They do not flow or enable you to add
any value as they usually do not say anything; they simply list. If you find
you have lots of points in your list, think about how you can group those
points and discover the important theme that underlies the group. This is
what you should be trying to communicate. Instead of using bullet points
to create a list, use bullet points to separate a few points which all relate
to the same question or issue. After the bullet point title use a sentence to
summarise the point and then elaborate on it. Explain the point further.
Why is this point significant? What insights can you draw from it?
Referencing. Citations are points in the text at which you refer to, or
cite, the work of someone else. The best way to get a sense of how to
use citations is to be aware of them in the course materials and readings.
Citations are important to those of us who mark your assignments, because
they signal that you have done the readings and that you have been able
to understand and apply them. Your assignment should include a reference
section at the end which gives full citations. For more information on this,
please refer to the Managing Your Learning booklet.
Appendix 8
Referencing in assignments
Referencing in assignments
Below is a digest of advice provided in Managing Your Learning. For further
guidance, I recommend that you read the more detailed advice provided in
Section 8 of Managing Your Learning.
When mentioning the course outside a bracketed citation, you should write
Managerial Skills in full in the first mention, followed by the bracketed
acronym. For example:
An underlying theme in Managing Change (MC) is ....
Or
Examining the change program in terms of Buchanan and Boddys
three change agendas (1992, in MC 2010, p. 126), the strong focus
on the control agenda resulted in.
In this way you will make clear that you are referencing the course authors
interpretation or summary of Buchanan and Boddys ideas about change
agent agendas.
REFERENCES LIST
The References list at the end of your assignment is the list of all the
books, journal articles and other sources to which you have referred in your
assignment and which you have read. Publications that you have not read
should not appear in your reference list.
Note that, if you have cited a publication that is a reading in the course
materials, details of the publication need to be included in your References
list.
The course If the course has been cited in your assignment, it must be
included in, the References list, as follows.
Managing Change 2011, AGSM MBA Programs, Graduate Diploma in
Management
Note that the References list item for the course does not include Unit or
page numbers. The page numbers in your bracketed citations will indicate
the location of the course ideas that you have used in your assignment
Publications cited in your assignment that you have read Full details of
each of these publications should appear in your References list, following
the referencing conventions illustrated in the References lists at the end of
the units in the course.
Publications that you have not read If, for example, you have drawn on
the course account of Buchanan and Boddys change agent agendas in your
assignment but have not read the publication in which these ideas appear,
the Buchanan and Boddy publication should be cited in the text (following
the guidance above) but should not be included in the References list.
Managing Change
Appendix 9
SMY
MBA
Fill in all details on this form and submit with your assessment
Student details
Student ID
Name
Course name
Due date
/
Assessment name
Student declaration
I declare that I have read, understood and followed the University Rules in respect of student academic misconduct
outlined in the Student Code of Conduct and Annexure 1 of the Student Misconduct Procedures.
I declare that this assessment item is my own work, except where acknowledged, and has not been submitted for
academic credit previously in whole or in part.
I declare that appropriate citation methodology has been used throughout the assignment in accordance with the UNSW
policy on Academic Misconduct. I have read the policy on plagiarism in the AGSM Student Handbook.
I acknowledge that the assessor of this item may, for assessment purposes:
provide a copy to another staff member of the University.
communicate a copy of this assessment item to a plagiarism checking service (such as Turnitin) which may then
retain a copy of the assessment item on its database for the purpose of future plagiarism checking.
I have retained a copy of this assignment, which I can provide if necessary. By signing this declaration I am agreeing
to the statements and conditions above.
Date
/
Given name
Signature / Student ID
NB: If the assessment is submitted electronically please type name/s into the signature field.
0020_AS00662
Issued: 5.03.2012
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