BUSINESS SERVICES CENTRE

Unit Outline

Course Name Bachelor of Business (Executive Administration) and Accounting

Course Code BEXAD06
Unit Name Strategic Innovation and Change Management
Unit Code POR233
Delivery Mode Blended learning
Teaching Strategies Lecture, tutorials, simulations and workshops.
Unit overview/descriptor In order to succeed and survive over the long term, organisations must innovate and
adapt to change. This module will enable the EA to understand, conceptualise, and
lead organisational change and innovation. Topics addressed include: organisational
environments as triggers for change; structural change; personal coping with change;
politics of change; practical change models; planning and implementing of change;
organisational development; and aspects of cultural change management. The
seminars prepare students to function effectively if they encounter change or
innovation-related problems; and this aspect requires students to reflect on their own
experiences via discussion and interactive workshops.
Semester/Term/Year Semester 1, 2010
Lecturer Name Tony Stevens Office: 1.2.35 Phone 9564 1555
Tutor Names/Email Bill van Ree Willem.VanRee@holmesglen.edu.au :
Contact Paul Rahman Paul.rahman@holmesglen.edu.au
Unit Coordinator Name Tony Stevens Office: 1.2.35 Phone 9564 1555
Unit Coordinator Email Tony.stevens@holmesglen.vic.edu.au :

ELEMENTS/OUTCOMES PERFORMANCE/ASSESSMENT CRITERIA

Examine the nature of • Describe the different perspectives on change and innovation
change in the context of a • Describe the general models of change employed in organisations
modern organisation • Provide relevant examples of change metaphors as they relate to the process of
designing, analysing and implementing organisational change efforts.

Understand the changing • Describe the emerging knowledge economy and its impact on the nature of change
nature of the wider bu8siness in organisations
environment • Describe the effects of technology and technology cycles on the competitive
environment and how these factors influence the management of change in the
modern organisation
• Describe the nature of globalisation and its effects on the operations of business
• Explain the reasons for resistance to change at the organisational and individual
level

Describe different • Understand the different scope and scale of change efforts as they relate to the
approaches to change in organisation’s primary task, structure and culture
organizational settings • Describe the contrast between top-down and bottom-up change management and
initiatives
• Analyse the impact of structure and interpersonal relationships on organisational
responses to the competitive environment
• Understand the nature of transformational change and leadership within
organisations and identify the philosophy that underpins this approach
• Describe the learning organisation and relate this to the concept of Senge’s ‘five
disciplines’

Review a variety of change • Understand the context of organisational change initiatives including total quality
implementation techniques management and business process re-engineering
• Explain the Open Systems model of Organisational Development
• Describe the process of diagnosing an organisational system using a variety of
data analysis techniques
• Describe various models of organisation analysis including those related to

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Unit Outline

environmental analysis and internal alignment

• Contrast the emergent and planned approaches to change management and offer
a range of options for implementing a change plan
• Suggest techniques that might be used to enable senior management to monitor
and evaluate the implementation of planned change programmes

Understand the interaction of • Recognise the impact of change on individuals

culture and change • Assist individuals undergoing change work through their personal transitions
• Explain the implication of individual change on change agents and those involved
in change management processes
• Describe the four typologies of organisational culture
• Suggest methods that can by employed to engage in a cultural change effort
• Describe the ambidextrous organisation
• Identify the three features common to ambidextrous organisation
• Explain the concept of cross cultural management and its impact on the
contemporary organisation

Understand the people • Understand the political aspects of change in contemporary organisations
aspects of change • Explain the key actions necessary to shape political dynamics
• Describe the nature of process interventions
• Explain the meaning of employee empowerment in the context of organisational
change
• Develop a range of techniques to provide empowerment and for individual
members of the organisation
• Suggest work design situations that are most suited to the development of teams
• Suggest approaches to the development of work-team related interventions

Understand the impact of • Understand how IT, the internet and associated technologies are driving change
technology on change and and transformation in contemporary organisations
innovation • Describe the impact of the on-line technologies on business processes, in
particular marketing channel management
• Grasp the significance and benefits of customer relationship management
• Understand the implications of implementing an ERP system into an organisation

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Unit Outline

Assignment Criteria Students will receive the marking criteria for assignments with the assignment
description. These criteria will include indicators that show what makes a
high quality versus a low quality assignment.

Results/Grading Legend HD 80-100%; D 70-79%; C 60-69%; P 50-59%; N <50% (fail)

Or PX – Pass, no higher grade given; N – Not competent

Requirements for
satisfactory completion Students must attempt all assessments for competence in this unit
and achieve a 50% pass mark in the exam.

Individual Essay: (Word limit: 2,000 words):

Discuss the capabilities required to successfully lead change in organisations using the
framework of Dunphy and Stace’s (1996) Style/Scale of Change model.
Due: Week 8
Weighting: 30%

Group Assignment: Facilitate an intervention and write a Report (1,500 words)

You will be allocated a type of intervention at either the group, individual or
organisational level to be undertaken in pairs. You are required to develop a group
session for one of the tutorials to be conducted later in the semester. Your task is to
learn about the particular intervention and transfer this knowledge to the class via
explanation of the theory and AN INTERACTIVE element. Further detail will be
supplied in tutorials.
Due: Weeks 11-13 (Reports all due Week 13)
Weighting: Report = 10% Intervention = 15%

Mid-semester Examination

The examination will focus on the course material covered from weeks 1-7 and will
confirm learning of the basic principles of managing change and innovation. More
details will be provided in class. Note: This exam must be passed to gain an overall
pass in the unit.

Conducted: Week 9 – on return from Term Break

Weighting: 40%

Class Participation
Each tutorial leader has 5% discretionary marks that may be allocated on the basis of
student’s participation in class exercises
Weighting: 5%

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Unit Outline

Resources Required Text

Skringar E., and Stevens T., (2008), Driving Change and Developing Organisations,
Tilde University Press, Melbourne

Holmesglen Institute Study Guide (as provided)

Recommended Reading:
Tushman M., and Anderson P., (Eds.), (2004), Managing Strategic Innovation and
Change, 2nd Edn., New York, Oxford University Press
Carnall, C., (2003), Managing Change in Organisations (4th Ed.), Prentice Hall, UK
Brown D., and Harvey D., (2005), An Experiential Approach to Organisational
Development, Pearson Prentice Hall, NJ, USA

It is strongly recommended that you seek and read other journals, books and
magazines that contain topical articles on managing organisational change.

 Students are required to meet 80% minimum participation in each unit. Non compliance with this
requirement may impact on your eligibility to undertake deferred assessment or resubmission of an
assessment.
 Students must sit tests and exams on the scheduled date(s). Travel or employment arrangements are
not acceptable reasons to request a variation of the assessment date or time.
 Participation in class activities will contribute to your final assessment. If you are unable to attend a
class, it is your responsibility to contact your teacher or another class member to find out what you
have missed and to make suitable arrangements to catch up the missed work.
 Student Information - refer to Course Handbook and Student Diary.
 Student withdrawal from a Unit of competency – refer to Course Handbook and Student Diary.
 Recognition of Prior Learning (RPL) or Credit Transfer (CT) refer to Course Handbook and Student
Diary.
 While care and diligence are taken in structuring activities and lesson schedules, variation may occur
due to factors beyond the Institute’s control. In such instances, where possible, students will be
notified in advance of changes.
 To complete the required coursework, students are expected to study in Holmesglen’s supported
Learning Centres, eg. Information Commons.

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Unit Outline

Semester Planner

Week
Wk Topic References Tutorial/Handouts
Beginning
Course introduction and overview Text Chapter 1 Familiarisation activities
1 8 Feb 10
• The relationship between Study guide Topics 1 & 3 ‘Shield’ exercise
change and Organisational
Lifeline exercise
Development
Johari Window activity
• Models of planned change
• Metaphors for change
Serial #1 Who does Org.
Development?
Drivers of change and Text Chapters 2-3 Review Johari Windows
2 15 Feb 10
development Lecture notes Change style ‘bingo’
• Globalisation
Gingerella (reading) Q&A from Text – Chapter 1
• OD and strategic
Study guide Topic 2 Build a metaphor exercise
management
• Management processes Serial #2 & #3
(review)
3 22 Feb 10 Diagnosis and gathering data Text Chapter 6 Problem solving exercise
and group observation – the
Study guide Topic 4 socio-gram
Serials #4, #5 and #6

4 1 Mar 10 The Organisational Development Text Chapter 5 and 8 pp. Prometheus Electronics –
practitioner 310-311 simulation
You and your change agent
style
Serials #7 & 8

5 8 Mar 10 Online Class (tutorial) See text Chapters 1-3 & 5- Log in to TAFEVC
6
Lecture as normal Study guide Topics 1-3

6 15 Mar 10 Managing resistance to change Text Chapters 5 Force field analysis

exercise
Study guide Topic 2 Serial #9

7 22 Mar 10 Change and development Text Chapter 7 & 8 Changing culture – the
interventions – individuals. Competing Values
Framework exercise
Serial #10

8 29 Mar 10 Change and development Text Chapters 9 The Franklin Company –

interventions – work groups diagnosing organisational
Study guide Topic 5 & 6 change – a complex
simulation
Serials #11 & #12

Essays due

Friday 2nd April – Sunday 11 April 2010

9 12 Apr 10 Mid semester examination

Semester Planner (Continued)

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Unit Outline

Week
Wk Topic References Tutorial/Handouts
Beginning

10 19 Apr 10 Online Class (tutorial) See text Chapters 7-9. Log in to TAFEVC
Study guide Topics 4-6
Lecture: as normal

11 26 Apr 10 Organisation- wide interventions Class presentations

and integrating interventions commence
Emerging technologies McKay & Marshall, pp. 187-
12 3 May 10 Class presentations
prompting change: 208
• Information Technology Study guide Topic 7
• The Internet and e-
commerce
• Customer Relationship
Management (CRM)
• Enterprise Resource
Planning (ERP)
13 10 May 10 Review Class presentations (if
required)
Reports due
Class mark given

This is a topic guide only and may be subject to alteration.

Study Week: 17-23 May 2010
Examinations: 24 May 2010 – 4 June 2010

Public Holidays:
Labour Day 8 March, 2010
Good Friday & Easter Monday: 2 & 5 April 2010
ANZAC Day 26 April 2010
Queen’s Birthday 14 June 2010

** Important Notes
Educational delivery philosophy
The processes used in this course involve:
 Tutor’s briefings: lecture style delivery of critical knowledge and procedural aspects
 Reflective practice: opportunities to discuss the knowledge components with colleagues
 Learning activities: opportunities to learn through online interactive exercises
 Simulation: opportunities to apply knowledge in the process of change and innovation will be offered
during the tutorials
 Examination: an opportunity to demonstrate individually an understanding of the knowledge
requirements in the learning outcomes

The simulation component involves group-based work. This is an important part of the course because strategic
innovation and change rarely (if ever) involves individuals in isolation. The developed intervention must in turn be
communicated and implemented.

Online Delivery

The classes for Weeks 5 and 9 are part of the special delivery mode for this course known as ‘blended learning’.
This involves interaction with TAFEVC in the online delivery mode of the course. You will be required to access the
learning support materials online from the Information Commons. Your presence will be markedPublic
viaHolidays:
the Access
Labour Day 9 March 2009
Good Friday 10 April 2009
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Easter Monay 13 April 2009
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Queen’s Birthday
6
8 June 2009
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Unit Outline

Logs available to the Teacher through the TAFEVC Administrator System. It is strongly advised that you book a
computer through the Help Desk in the Information Commons at least one week before the designated class. This
component of the course may be accessed through: http://vista.tafevc.com.au/webct/logon/4869780284011
WARNING
Plagiarism is a form of cheating and refers to using another person’s work or ideas as your own. All work submitted
by the student should be the student’s own work (authentic).

Plagiarism occurs when students do not acknowledge the sources used in their assignments, projects or any other
piece of assessment submitted. Examples include but are not limited to the following:

• Sentences, phrases or paragraphs used without quotation marks and reference to the author or a website;
• Other authors’ work is used without referencing;
• Other students’ work is copied or partly copied;
• Parts of the assessment tasks are written with or by another student and presented as his/her own work.
The latter would be regarded as collusion (unauthorized collaboration).

In the evidence of collusion, cheating or plagiarism, students will fail the assessment task and risk failing the
subject. The fact of cheating/collusion and plagiarism will be recorded in the student’s file by Students’ Records.

Essay and Report Assessment Criteria

As a guide, the following standards apply to the marking grades awarded:

High Distinction (HD) – This represents quality work with a sound understanding of the basic concepts, a clearly
developed research approach and a clear articulation of the answer to the key question or theme required in the
essay question. Marks awarded at this level will normally reflect original thinking, creativity and/or primary
research. The essay would be suitable for submission to a peer-reviewed journal (error free).

Distinction (D) – This work is distinctive and outstanding. Similar criteria to the HD but there is little or no
primary research, argument is strong but not necessarily original. Some very minor drafting and referencing
errors are allowed.

Credit (C) – This work is a creditable attempt to address the essay question and answers all aspects with
sufficient supporting evidence and argument. Some attempt at synthesis of ideas is made and there may be a
strong list of relevant seminal and peer-reviewed works accessed and used. A small umber of referencing and
expression errors are present. There may be some minor tone, level or style problems in the work.

Pass (P) – An adequate answer is provided to the topic which shows sufficient research and development of
relevant themes. A small number of referencing and expression errors are present. While the author may have
addressed the question adequately, there are style, level and/or tone problems in the writing.

Fail – There are major flaws that prevent the work from being considered a pass grade. These include over-use of
one, two or three journals or books, significant referencing errors, persistent and poor expression spelling or
grammar, an inability to address the question posed in the topic directly.

The specific marking guide will be provided by your tutor.

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