Due date:Monday, Week 12

Weight: 50%

Submission type:Individual Action Project Report (structure see Badham, 2013; see also Chapter 10 Change Management Perspectives pp.319-343 in your textbook). Submitted n Word or PDF format.

Task Overview:This assessment task provides an opportunity for you to apply Badham's 5M Model to a change intervention. It is more flexible, reflective and adaptive than Kotter's (1996) 8-step change process (p.328) and will guide you through the process of leading and implementing a change intervention.

There are many approaches you can use in developing and applying a change intervention as Chapter 10 in your textbook clearly illustrates.In my view, Badham's 5M is one of the most insightful yet practical approaches applicable in contemporary change contexts.The knowledge you will gain from applying Badham's 5M Model in your Action Project will also link to Chapter 10 'Change by Checklist' in your textbook - leading to your understanding of the factors that can enhance change or cause it to fail (pp. 319-343).

The assignment has been designed to bring the textbook and Badham's internationally recognised research together to provide the knowledge, skills, capabilities and an understanding of what approach to change is likely to work in each, new, unique change situation.

The action project will apply mapping change tools to a project selected in consultation with the student, conduct a real-life intervention informed by the change map, and evaluate the mapping activity and the intervention. The project will include five sections: Introduction Change Map Change Management Plan Change Evaluation Conclusion (Badham, 2013).

Academic References:A minimum of15 academic (textbooks and HBR articles) and/or scholarly references (peer-reviewed journals) must be cited. Additional references to professional literature, open source websites and case study information will be considered additional (not academic or scholarly) references.

Referencing style:APA 6th or 7th edition. Accurate and complete referencing is very important in academic writing.

Estimated student workload:40 hours

Length:4000 -5,000 words not including references and appendices (if required) - the +/- 10% rule applies to this assessment task.

Format:Project Report - report format.

Structureas follows:

Introduction

Change Map (see detailed information below)

Change Intervention (see detailed information below)

Change Evaluation (see detailed information below)

Conclusion

This project will involve individual students planning and (perhaps) leading a change intervention, in their personal lives or in their own organisation (with approval) or hypothetically in another organisation as negotiated with the lecturer.

Unlike pre-programmed assignments, the student will select their own project in consultation with the lecturer. As the topic and detailed approach are deliberately not fixed, students are able, and encouraged, to develop and test out ideas with each other and your lecturer.The main criterion for a change project is that the project is of personal interest to the student, and it is of significance for themselves and other people who are important to them.

Past change projects have ranged from major strategic organisational restructures to more restricted personal or interpersonal interventions. They have also ranged from the initiation of the early stages of a change project to the evaluation and improvement of change initiatives thathave been going on for some time. The size and scope of the change project is negotiated with the lecturer, taking into consideration the practical issue of what is feasible within the time scale of the course assignments.

Why is this assignment left so open? Firstly, change is like that! It is not simple, linear and pre- programmed, and is not simply the application of a technique. Secondly, reflective learning that pays attention to the emotions of oneself and others, as well as how to act in practice, requires action, experimentation and reflective evaluation in situations that are real and significant.

The rationale and change objective for the action project should be outlined in theIntroduction.

TheChange Mapwill involve a mapping out of the case study change project, including what you see to be the Gap that was being addressed, the Forcefield of promoting and hindering forces, and a Route Map that will take one of two forms: either a Proposed Route Map for a projectthat has not begun or is in the initial stages or an Evaluation and Recommendations Route Map for a project that is well established and has hit some roadblocks or requires someimprovement. The latter will include a description and evaluation of the Existing Route, and creation of a Proposed Route.

In terms of basic structure:

TheChange Mapmust include (see Badham, 2013):

Gap Analysis (p.44)

Forcefield Analysis (p.55)

Route Analysis (p.57)

TheChange Interventionmust include:

Rationale:

Why has this change intervention been chosen to address a key change issue identified in the Route Analysis?

Planning of the Intervention

What was taken into consideration in order to make this an effective change intervention?

Conduct the Intervention

What happened?

TheChange Evaluationmust include:

Evaluation of the Change Mapping.

What were the main challenges/barriers encountered? How well were these addressed? What might you do to improve in future?

Evaluation of the Change Intervention.

What went according to plan? What was unexpected and what impact did this have? What went well? What did not go so well? What might you do to improve in future? What did you learn aboutchange management?

Marking criteria:

Criteria High Distinction Distinction Credit Pass Fail

MQ Grade

Descriptors Providesconsistentevidence of deep andcritical understandingin relation to the learning outcomes.

There issubstantialoriginality, insight or creativity inidentifying, generating and communicatingcompetingarguments, perspectives or

problem solving approaches;

critical evaluationof problems, their solutions and their implications;

creativity inapplicationas

appropriateto the program. Provides evidence of

integration and

evaluationofcritical ideas,principles and theories,

distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes.

There is demonstration offrequentoriginality orcreativity indefining and analysingissues orproblems and providing solutions;

and the use of means of communicationappropriateto the

program and the audience. Provides evidence of learning thatgoes beyond replicationof content knowledge or skills relevant to the learning outcomes.

There is demonstration ofsubstantial understandingoffundamental conceptsin the field of study and the ability toapplythese concepts in a variety of contexts;

convincingargumentationwithappropriate coherentjustification;

communicationof ideasfluently and clearly in terms of the conventions of the program. Providessufficientevidence of the achievement of learning outcomes.

There is demonstration ofunderstandingandapplicationof fundamental concepts of the program;

routineargumentationwithacceptablejustification;

communicationof information and ideasadequatelyin terms of the conventions of the program.

The learning attainment is consideredsatisfactory

oradequateor competent

or capable in relation to the specified outcomes. Does not provideevidence of attainment of learning outcomes.

There ismissing or partial or superficial or faulty understanding and applicationof the fundamental concepts in the field of study;

missing, undeveloped, inappropriate or confusingargumentation;

incomplete, confusing or lacking communicationof ideas in ways that give little attention to the conventions of the program.

Head (Cognitive skills) Demonstrated in depth understanding and ability to apply the main change mapping concepts and leading change strategies, and ability to creatively deploy these concepts in evaluating strategies and recommending and initiating actions and improvements Reveal a clear understanding and ability to apply the main change mapping concepts and leading change strategies, and significant ability to use these concepts to evaluate strategies and recommend and initiate actions and improvements

Reveal a clear understanding and ability to apply the main change mapping concepts and leading change strategies, and significant ability to use these concepts to evaluate strategies and recommend and initiate actions and improvements

Demonstrate a basic awareness of change mapping concepts and leadership strategies, and some idea of how to apply them, with a basic ability to deploy these concepts to evaluate strategies and recommend and initiate actions and improvements

Little or no understanding and ability to apply change mapping and leadership concepts, and little or no ability to deploy these concepts to evaluate strategies, make evaluations and recommendations and initiate actions

Heart (Emotional intelligence) Revealing a mature sensibility in understanding the emotions and feelings that surround change, for both agents and recipients, and the challenges that these create, as well as a highly mindful ability to reflect on and develop ideas for how these might be better handled. Reveal a clear understanding of the emotions and feelings that surround change, for both agents and recipients, and the challenges these create, as well as a significant ability to reflect on and develop ideas for how these might be better handled

Show an understanding of the emotions and feelings that surround change, for both agents and recipients, and the challenges these create, as well as an ability to reflect on and develop ideas for how these might be better handled Show an understanding of the emotions and feelings that surround change, for both agents and recipients, and the challenges these create, as well as an ability to reflect on and develop ideas for how these might be better handled Little or no the emotions and feelings that surround change, for both agents and recipients, and the challenges these create, as well as little or no ability to reflect on and develop ideas for how these might be better handled

Hand (Applied abilities) Demonstrated strength in tailoring general change mapping concept and leadership strategies s to specific situations, and a highly creative and practical ability to use these tools to develop recommendations and proposals and initiate actions that are appropriate in context. Reveal a clear understanding of how to tailor general change mapping concepts and leadership strategies to specific situations, and a creative and practical ability to use these tools to develop recommendations and proposals and initiate actions that are appropriate in context

Show an understanding of how to tailor general change mapping concepts and leadership strategies to specific situations, and some creative and practical ability in using these tools to develop recommendations and proposals and initiate actions that are appropriate in context.

Demonstrate a basic awareness of how to tailor general change mapping concepts and leadership strategies to specific situations, and some limited ability to use these tools to develop recommendations and proposals and initiate actions that are appropriate in context. Little or no ability to tailor general change mapping concepts and leadership strategies to specific situations, and little or no ability to use these tools to develop recommendations and proposals and initiate actions that are appropriate in context.

Week 1 Change Stories

This week we will spend some time getting to know each other. You will also prepare and submit abrief change story to position yourself as a reflective practitioner in the change process (not graded) by Saturday of Week 1.

Bring your draft change story to the Week 1 seminar- you will have the opportunity to discuss your story in breakout groups in class, identify differences and commonalities in your change stories and learn from the experiences of others.

Use the following questions as a guide to develop your change story:

What made this experience a 'change story'?

What lessons for managing change can you take from your story?

Compare these with the lessons from the Starbucks, Sears, and Detroit stories discussed in Week 1?

From your experience, what new lessons have you learned, particularly for future changes in which you might be involved?

In breakout rooms, share your insights with your peers. Compare your stories and identify the similarities and differences?

What three main conclusions can you take from these change case studies and your own change story?

After class you will finalise your change story (approximately one paragraph or A4 page) and email it to your tutor.

Week 2 Positioning the self as change agent

Over to iLearn for our group activities

Activity 1: Complete the What is your Image of Managing Change self-assessment (Palmer, Dunford, Buchanan, 2021, pp.49-51; its in the weekly result to reflect file) and bring the results to our Week 2 seminar.In your breakout rooms you will compare your score with your peers, identify the similarities and differences and consider what this might mean for you as a change agent/leader/manager.

Activity 2: In your groups, you will identify two change leaders that interest you and answer the following questions:

Why do you consider these individuals to be change leaders?

What roles did the individuals have in the change process?

What was the change - was it significant or incremental?

How was the change implemented?

Do you consider the outcomes to be successful or not successful? If so, why? If not, why not?

What images of change do these individuals illustrate in your view? Asking lots of questions should start to reveal the intricacies and ambiguities of change.

Week 3 Organizational Change Pressures

Overview

Summary

This week our theme is: to change or not to change? What change forces should we pay attention to? Deconstructing the binary opposition: 'change' or 'perish' (Greenberg, Hirt, Smit, 2017). The learning materials are framed on the textbook: Palmer, Dunford, Buchanan, 2021, Chapter 3, pp.63-102 and additional sources.

Topic Outcomes

This week we will look at organisational change from a range of internal and external perspectives:

Internal organisational change drivers - an overview

Environmental change forces - an overview

Why do organisations fail to change after crises?

Appreciate how the change response might be influenced by our image(s) of managing change

The power of perspective

The ethics of organisational change

Over to iLearn for our seminar 3 group activities

Activity 1: COVID-19 case study group task. Consider the information in the case study below, identify an organisation and answer the following questions applying the theories and concepts discussed in Week 3:

Exercise 3.1 (Palmer, Dunford, Buchanan, 2021, pp.90-91)

The global pandemic that began in December 2019 was caused by a flu-like zoonotic coronavirus that jumped from animals to humans and appeared to have originated in Wuhan, China. At the time of writing, COVID-19 had a fatality rate around 10 times higher than that of the normal flu and there was no cure or vaccine. As infection rates and deaths climbed, healthcare systems were overwhelmed with patients and a lack of beds, personal protective equipment for hospi8tal staff, and equipment such as ventilators to treat respiratory problems. Doctors and nurses also caught the disease, further reducing hospital capacity.

The main strategy for slowing the spread of the virus was lockdown. Countries closed their borders, airlines grounded planes, and cruise ships were not allowed to dock. These measures were stricter in some countries than in others. Typically, the public was told to stay indoors, to go out only for shopping and exercise, and to keep 6 feet social distance from others. Shops, offices, construction sites, public houses, and restaurants closed. Factories making food and medical supplies stayed open. Although there were few shortages, shoppers were panic-buying and stockpiling, and queues outside supermarkets became the new norm. The only exceptions to the stay indoors rule were key workers, in healthcare, emergency services, and food production and distribution. Those who could not work from home were out of a job and had to depend on employer support (if available) or state aid. Work for many freelancers in the gig economy dried up.

What were the implications for organizational change? More people started working from home if their jobs allowed. Restrictions on travel made video conferencing popular.Shoppers made more online purchases. Some businesses repurposed their premises: for example, some local bars and restaurants (which were shut) sold groceries and snacks (open for food distribution), and some manufacturers switched to making medical equipment. This raised several questions. Would employees who had become accustomed to working from home want to go back to the office? Would shoppers who had become accustomed to online purchasing and home delivery want to go back to brick-and-mortar stores? Would companies that created new business models go back to their previous ways of working or develop their new approaches?

Seminar breakout room questions:

Choose an organization whose operations were affected by this pandemic - not necessarily your current employer - or choose an affected sector in which you have an interest.

Identify the changes that this organisation or sector implemented because of the COVID-19 pandemic, in working practices, customer relationships, and core business models etc. Which changes were mandatory, and which did it implement on its own initiative?

Assess which of these changes were temporary, for the duration of the pandemic, and which would be long lasting.

Why is the human resource management function critical in this context?

Discuss. Report findings back to class.

https://www.youtube.com/watch?v=xI_sVyd7EoQDan Croitor, November, 2, 2017:If you're watching this video, you're part of a small percentage of people that care about the values and principles of their employer; this is a well known success factor in employee performance and tenure.

https://www.youtube.com/watch?v=uc3m_yWAbSk&feature=youtu.beLevinson, E. 2015, (3:00) Key Step Media: a leader's job is to guide a team's focus. That includes developing the road map between your starting point and your desired outcome. But in today's volatile, complex business environment, leaders and teams are often reacting to problems instead of creating opportunities.

https://www.youtube.com/watch?v=X9ujAtYAfqUJim Riley, tutor2u:This topic revision video introduces and explains a popular model for analysing change management - Lewin's Force Field Analysis model.

https://managementisajourney.com/unfreeze-change-refreeze-is-this-a-childs-game/Robert Tanner, March 16, 2020 Managementisajourney.com'Unfreeze, Change, Refreeze: Is This a Childs Game?' Scroll through the article to locate the video.

https://www.youtube.com/watch?v=72fwlCXy1bwBloomberg Markets and Finance. Larry Fink, chief executive officer at BlackRock discusses how clients shaped the firms focus on climate change, Jan 22, 2020.

https://www.ted.com/talks/donald_hoffman_do_we_see_reality_as_it_is?language=enCognitive scientist Donald Hoffman is trying to answer a big question: Do we experience the world as it really is ... or as we need it to be? In this ever so slightly mind-blowing talk, he ponders how our minds construct reality for us.

https://www.youtube.com/watch?v=3n-c6iAKFggProfessor in Implementation and Change Management Thijs Homan has been focused on this question for many years: "What really happens when organisations change and develop?" In addition, he approaches conventional organisation and management theory formation critically. In his work, Thijs particularly looks at the 'lived experience' of people to understand (changing) organisations. During his talk he will share the key insights needed for smooth transformation within schools or organisations.

https://www.youtube.com/watch?v=owU5aTNPJbsFrom the power of presence to the power of voice, leadership expert and Harvard Business School professor Rosabeth Moss Kanter discusses the process of making a difference in the world. Kanter uses the stories of great leaders and ordinary people to reveal the six success factors that are the keys to positive change, including lining up partnerships, managing the miserable middles of change, and sharing success with others. This uplifting talk from TEDxBeaconStreet will inspire you to lead and take action (2013 [17.35].

https://www.youtube.com/watch?v=PmuNsYmEAocThe main causes of business change (internal and external) together with the three main types of change (incremental, step and disruptive) are outlined in this revision video (2019) [5.11].

Required Readings

Hollister, R., Watkins, M. D. (2018). Too many projects.Harvard Business Review, 96(5), pp.64-71 (breakout room discussion).

Mohrman, S. A., Lawler, E. E. (2012). Generating knowledge that drives change.Academy of Management Perspectives,26(1), pp.41-51 (breakout room discussion).

Additional readings:

Buchanan, D. A., Moore, C. (2016). Never say never again: Post-incident change and the investigation trap.Journal of Change Management, 16(3), PP.159-183.

Frey, C. B., Osborne, M. A. (2017) The future of employment: How susceptible are jobs to computerization?Technological Forecasting & Social Change, 114 (c), pp.254-80.

Greenberg, E., Hirt, M., Smit, S. (2017). The global forces inspiring a new narrative of progress.McKinsey Quarterly, 2, pp.33-52.

2020 Australian Leadership Index Report:https://www.australianleadershipindex.org/

The Global Competitiveness Report 2020:https://www.weforum.org/reports/the-global-competitiveness-report-2020

Supplementary texts:

Buchanan, D. A., Badham, R. (2020).Power, politics, and organizational change.3rd edition. London: Sage Publications.

Ewing, J. (2018).Faster, higher, further. The inside story of the Volkswagen scandal. London: Corgi.

Week 4 What is your problem?

Seminar activity 1: what needs to change?

Applying diagnostic models to organisational change. What model should I use?

There are a range of diagnostic tools leaders can use to assess the need for change. In your breakout groups explain the primary purpose of the following models (see Palmer et al., 2021) and suggest an organisational context appropriate for each model. Can you provide a change example to illustrate how leaders can use diagnostic models to plan change?

Six-box model (p.107): organisational context and change purpose - example?

7-S model (p.108-109): organisational context and change purpose - example?

Star model (p.110-111) : organisational context and change purpose - example?

Four-frame model (p.111-112): organisational context and change purpose - example?

Report the group findings to the class. Share your insights and engage in peer-to-peer learning.

Seminar activity 2: the 5M Framework (Badham, 2013)- I uploaded it in Google Drive

The 5M change framework (Badham, 2013, p.27)

2.1. An introductory roadmap.

The brief roadmap outlined in this section introduces you to the key issues and actions in managing change. The key feature of the managing change road-map is the introduction of the 5M Action Framework. This framework is integrative and action oriented. It integrates and makes accessible in a relatively simple form the main concepts, is-sues and perspectives on managing change. It is designed to do so in a manner that supports and guides action and reflection on managing change.The leaflets provide summaries of the key topic areas in managing change for you to reflect on and incorporate in your assignments as appropriate.

In contrast to prescriptive outlines of 'one best way' of leading or managing change, it is comprehensive and integrative in focus. As a means for pulling together and productively focusing the literature, it focuses on identifying and making accessible the key underlying contributions of the literature in the field. It does so in a manner that seeks to simplify theory while respecting the complexity of practice and the challenge of stimulating effective reflective practice.

As an introduction, this book (Badham, 2013) is based on the theory, practice and methods of education on reflective practice. It is deliberately short, to make it accessible. It focuses on providing key concepts, guidelines, maxims and principles for action. It illustrates this through practical, relevant and personalized stories. It emphasizes the central importance of practice, and the significance of informing and organizing systematic reflection on what it is important to recognize is a highly personal and potentially confronting experience

The main principles behind each of the 5Ms of the 5M framework that captures the essence of managing change as the Mindful Mobilizing of Maps, Masks and Mirrors (see leaflets below):

Mindful Be Careful!

Mobilizing Be Proactive!

Mapping Be Prepared!

Masks Be a Player!

Mirrors Be Reflective!

In breakout rooms you will discuss the 5M framework and report back to class (Badham,forthcoming, pp.68-70):

What key observations and insights have you found interesting?

How will you apply this knowledge in your leading change practice?

How can you apply mapping tools (mapping-in-practice) to conduct your:

Gap analysis - outlining current and future state.

Force field analysis - what forces/dynamics will influence and impact your change journey?

Route analysis - how will you achieve your change objective? What will your journey look like?

Required Readings

Badham, R. (2013)Short Change: An introduction to managing change. Sumy, Ukraine: Business Perspectives (see PDF provided).

Picken, J. C., Dess, G. G. (1998) Right strategy - wrong problem.Organizational Dynamics,27(1), pp.35-48 (breakout room discussion).

Rafferty, A. E., Jimmieson, N. L., Armenakis, A. A. (2013) Change readiness: A multilevel review,Journal of Management,39(1), pp.110-135 (breakout room discussion).

Additional references:

Aghina, W., De Smet, A., Weerda, K. (2016). Agility: It rhymes with stability.McKinsey Quarterly(1), pp.59-69.

Higgins, J. M., (2005). The eight 'S's of successful strategy execution.Journal of Change Management,5(1), pp.3-13.

Waterman, R. H., Peters, T. J., Phillips, J. R. (1980). Structure is not organization.Business Horizons,June 1980, pp.14-26.

Supplementary texts:

Aghina, W., De Smet, A., Murarka, M., Collins, L. (2015).The keys to organizational agility.New York: McKinsey & Company.

Burke, W. W. (2013)Organization Change: Theory and Practice.4th edition, Thousand Oaks, CA: Sage Publications.

All required readings can be found in theLegantoblock on the right hand side of the iLearn page

View the YouTube clip on Spotify - a flat, agile organisational structure based on autonomous teams or 'squads' that enable innovation and creativity and an organisational culture of continuous change.

https://www.youtube.com/watch?v=vOt4BbWLWQwHenrik Kniberg - Part 2 (2019) ALSO provides a succinct re-cap of Part 1 (2017). This narrated presentation provides a snapshot of Spotify's approach to software engineering and people management in 2014. It has since come to be known as the "Spotify Model"(12:34).

https://www.youtube.com/watch?v=k69i_yAhEcQThis is a succinct overview of change management from a McKinsey perspective that might interest you (2014) [8.01]

https://www.youtube.com/watch?v=3Jk6clmMycIPaul Brown Management: 'A Brief Introduction to Change Management' is the first of a management series and delivers a concise and very accessible intro to Change Management. The message is simple: "Change is pervasive in our society and a fact of life in organizations. Change management is about modifying or transforming organizations in order to maintain or improve their effectiveness". Quoting a myriad of Change pioneers, Darwin, a hint of popular philosophy and many ground breaking theories, Brown succeeded to put the Change Management concept across in a succinct and somehow entertaining way, and as result, sets the bar high for forthcoming works (2011) [9.19].

https://www.youtube.com/watch?v=SOwruQFmx3gGood e-Learning Change Management Foundation & Practitioner (2020) [2:26]

Week 5 - What Changes? The Change Manager's Challenge

Overview

Summary

This week our research question is 'what do we need to do?' What changes do we need to make? This is not an easy question to answer. In Week 5 we will look at several ways of categorising change and explore some of the implications that need to be mitigated by the change managers (Chapter 5). The learning materials are framed on the textbook: Palmer, Dunford, Buchanan, 2021, Chapter 5 (pp.141-174) and Badham's 5M Framework (2013).

Topic Outcomes

Badham's 5M Framework (2013)

How do you categorise different types of change and what factors should change leaders and managers pay attention to?

Planned change, emergent change: first-order change, second-order change and third-order change. What implications does this knowledge have for the change leader and manager?

Organisational culture and change

Digital transformation and disruptive innovation

Applying 5M mapping tools

Seminar activity 1) Applying Mapping Tools

Activity 1: Applying Mapping Tools (from Badham, forthcoming, pp.76-77)

Case materials

Levinson, E. (2015) Thriving on change: Creating a gap analysis. (3:01)https://www.youtube.com/watch?v=uc3m_yWAbSk

Riley, J. (2016). Lewin's force field analysis model. (8:31)https://www.youtube.com/watch?v=X9ujAtYAfqU

Part A: Gap Analysis

Task 1

Watch the Levinson, E (2015) video.

Task 2

Reflect upon:

1.What are the elements of a current state or starting point?

2.What are the elements of a future state or desired outcomes?

3.What is a Road Map, and why is it important to conduct a Gap Analysis first?

Part B: Force Field Analysis

Task 3

Watch the Riley, J. (2016) video.

Task 4

Reflection:

1.What do you think are the most important forces required to promote change?

2.What do you think are the most important forces that hinder change?

Part C: Route Analysis

Task 5

Read the blog and watch the Tanner, R. (2018) video.

Tanner, R. (2020) Unfreeze, change, refreeze: Is this a childs game? (3:14)https://managementisajourney.com/unfreeze-change-refreeze-is-this-a-childs-game/Task 6

Reflect upon and answer:

On what grounds does Tanner (2018) argue that the three-stage view of unfreezing, moving and refreezing attributed to Lewin (1947) is not a childs game but a simple and powerful model.

https://www.youtube.com/watch?v=jX2ecS7ri2IUrban Policy Lab Konstanz:Professor Frank R. Baumgartner (University of North Carolina) introduces you to the Punctuated Equilibrium Theory (PET) 2015 [4 mins]

Required Readings

Christensen, C. M., Raynor, M., McDonald, R. (2015) Disruptive innovation.Harvard Business Review, 93(12). pp.44-53.

Holland, P., Cooper, B. K., Hecker, R. (2016) Use of social media at work: A new form of employee voice?International Journal of Human Resource Management, 27(21), pp.2621-2643.

Additional readings:

Badham, R. (2013).Short change: An introduction to managing change. Suny Press: Business Perspectives.

Bartunek, J. (1987) First-Order, Second-Order, and Third-Order Changeand Organisational Development Interventions: A Cognitive Approach. The Journal of Applied Behavioral Science, 23(4), pp.483-500

Hammer, M. (2004) Deep change: How operational innovation can transform your company.Harvard Business Review, 82(4), pp.84-93.

Kirkpatrick S. A. (2017) Toward a grounded theory: A qualitative study of vision statement development.Journal of Management Policy and Practice, 18(1) pp.87-101.

Lindsay, B., Smit, E., Waugh, N. (2018)How the implementation of organizational change is evolving.New York: McKinsey & Company.

Malnight, T. W., Buche, I., Dhanaraj, D. (2019) Put purpose at the core of your strategy.Harvard Business Review, 97(5), pp.70-79.Venus, M., Stam, D., van Knippenberg, D. (2019) Visions of change as visions of continuity.Academy of Management Journal, 62 (3), pp.667-690.

Supplementary texts:

Coughlan, D., Rashford, S. S. (2006)Organizational change and strategy: An interlevel dynamics approach. Abingdon, Oxon: Routledge.

Ibarra, H. (2015)Act like a leader, think like a leader.Harvard Business Review Press.

Quinn, R. E. (1996)Deep change: Discovering the leader within.San Francisco: Jossey-Bass.

Week 6 - Purpose and Vision: Where are we going?

Overview

Summary

This week our focus is the role of purpose and vision in leading change. All change decisions need to be supported by organisational analysis (Week 4 and Week 5) and aligned with the purpose and vision.

The learning materials are framed on the textbook: Palmer, Dunford, Buchanan, 2021, Chapter 6, pp.175-209 plus additional sources.

Topic Outcomes

How important are the links between purpose (mission) and the approach to organisational change?

Vision: Does vision help or hinder change? What do you think? Remember - this unit of study requires you to reflect as a practicing change manager. How can you apply this knowledge to a change initiatives you are developing or involved in?

Developing effective visions that support (not hinder) change

Why visions fail - a lack of shared vision?

Understand the contribution that purpose and vision bring to leading effective change: connecting the organisation's 'inner voice'.

Linking vision to change: Three Debates

Over to iLearn for our group activity: Ripples from the Zambezi

Group activity Task 3 (1-hour): Ripples from the Zambezi (Badham, forthcoming).I am very grateful that Professor Richard Badham granted access to his forthcoming bookIronies of Organisational Changefor teaching purposes.

1.4 Cases and Exercises

1.4.1 Ripples from the Zambezi (p.33)

In his books and talks on international aid and enterprise development, Ernesto Sirolli (2012, 2015) introduces us to a fun and creative variant of what has been described as a positive deviance approach to achieving behavioural change in communities (Pascale, Sternin, & Sternin, 2010).The approach is based on bringing about change by seeking out and supporting outliner ideas, practices and advocates already present in communities (see also Abrahamson, 2004).Sirolli argues that international aid agencies often impose inappropriate externally defined views of what development should occur, and fail to get the buy-in and support needed from champions inside the community.

Case material

Sirolli, E. (2012).Want to help someone? Shut up and listen!TED Talk (YouTube) (November 27) see URL below (17 mins),https://www.youtube.com/watch?v=chXsLtHqfdM

TASK:

Watch Sirollis TED Talk in which he tells the story about an Italian NGO teaching Zambians to grow food. Consider what you know about initiatives to bring about internal change in modern organizations, and address three questions (20 minutes):

1. How do Sirollis (2012) stories capture how and why managers often push change?

2. What are the problems this push creates?

3. Why is it desirable to pull change by asking them?

4. Report back to class (30 minutes).

Seminar activity 2) Readiness for Change Analysis

Exercise 4.2 Readiness for Change Analysis (Palmer, Dunford, Buchanan, 2021, pp.131-133)

Complete this diagnostic and discuss the result with your peers. (I uploaded it to Google Drive)

The purpose of this diagnostic is to assess whether a specific organizational change initiative, project, or program has been well planned.

Use your draft ACTION PROJECT as the change proposal being considered.

Required Readings

Ashkenas, R., Manville, B. (2019) You dont have to be a CEO to be a visionary leader.Harvard Business Review,digital article, April, pp.1-6.

Malnight, T. W., Buche, I., Dhanaraj, C. (2019) Put purpose at the core of your strategy.Harvard Business Review, 97(5), pp.70-79.

Additional sources:

Christensen, L. T., Cornelissen, J. (2011). Bridging corporate and organizational communication: Review, development, and a look to the future.Management Communication Quarterly, 25(3), pp.383-414 (breakout room discussion).

Clayton, S. (2015) Change management meets social media.Harvard Business Review, digital online article, November 10.

Heath, K., Flynn, J., Holt, M. D. (2014). Women, find your voice.Harvard Business Review,92(6), pp.118-121.

Heracleous, L., Bartunek, J. (2020) Organization change, failure, deep structures and temporality: Appreciating wonderland.Human Relations, 74(2), pp.208-233.

Kirkpatrick S. A. (2017) Toward a grounded theory: A qualitative study of vision statement development.Journal of Management Policy and Practice, 18(1) pp.87-101.

Ludeman, K., Erlandson, E. (2004). Coaching the alpha male.Harvard Business Review, 82(5), pp.58-67.

Peters, R. (2020). Employee Communication Factsheet. London: Chartered Institute for Personnel and Developmenthttps://www.cipd.co.uk/knowledge/fundamentals/relations/communication/factsheet#gref

Rafferty, A. E., Jimmieson, N. L., Armenakis, A. A. (2013) Change readiness: A multilevel review.Journal of Management,39(1), pp.110-135.

Whelan-Berry, K. S., Somerville, K. A. (2010) Linking change drivers and the organizational change process: A review and synthesis.Journal of Change Management, 10(2), pp.175-193.

Supplementary texts:

Eunson, B. (2016).Communicating in the 21st Century.4th Edition. Milton, Qld: John Wiley & Sons.

Keller, S., Meaney, M., Pung, C. (2010)What successful transformations share.Chicago and London: McKinsey & Company.

Lewis, L. (2019)Organizational change: Creating change through strategic communication.John Wiley & Sons.

Sibbet, D. (2013)Visual leaders: New tools for visioning, management and organizational change. Hoboken, NJ: John Wiley & Sons.

https://www.youtube.com/watch?v=etGSEIj1Sc0Hamdi Ulukaya, the founder and CEO of leading Greek yogurt brand Chobani, says he is evangelizing the idea of a so-called CEO playbook to shift some of the focus from shareholder wealth and profits to employee welfare and humanitarian goals. In a TED Talk in Vancouver in April, Ulukaya said that the private sector is better equipped than governments and international organizations like the U.N. to address global crises like income inequality, climate change and migration 2019 [7:40].

https://www.youtube.com/watch?v=0EYm49MwzZgGoldman Sachs:David Solomon, Chairman and CEO of Goldman Sachs, recently sat down with this summers interns for his second annual Explore GS session. The Explore GS series provides our interns around the world with insights and advice from leaders across the firm (2019. 15 mins).

https://www.youtube.com/watch?v=vrEoT8FXW5kIMD: You must ask why does your company exist? What is its impact on society? Why should people want to work for you? In todays world, the answers to these questions cannot just be money (2019, 3-mins).

https://www.youtube.com/watch?v=981v4QLRFQgWhats behind the reinvention of a legendary 74-year-old toy company? A plan to take franchises like Barbie to the big screen (2019 - 26 minutes).

Week 7 - The Change Communication Process

Overview

Summary

This week we will discuss the role of communication in leading change. We will identify some communication barriers and explore the complexities that gender, power and emotion bring to communication in diverse contemporary organisational contexts.

Assuming a contingency approach to change communication can help us consider what approach will be more effective and what communication channels are more appropriate in different organisational contexts. Communication, like leadership, is situationally and contextually contingent. The learning materials are framed on the textbook: Palmer, Dunford, Buchanan, 2021, Chapter 7, pp.211-247 plus additional sources.

Topic Outcomes

Identify key elements in the change communication process

Explore the topics of gender, power, emotion and language and consider the affects these dynamics have on the change process. Who does the talking and who is expected to listen? What role does language play in this process?

How should you 'craft' your change 'message' - what language should you use? What communication channel(s) are most appropriate? Is there a role for social media in leading organisational change in contemporary organisations?

Appreciate that communication (like leadership) is situationally and contextually contingent. The communication process therefore should be adapted to the type and stage of organisational change. This, unfortunately, is not a straightforward process.

Over to iLearn for our group activities: 1) The Iceberg;2) How defensive are you?

Activity 1Flip the iceberg' (adapted from Badham, forthcoming, pp.58-59)

This activity will help you to recognise what really lies beneath the surface so that in the future, you can address it.

Discuss with your group and identifytwo change projectsyou are working on, or youd like to do with other people: one in your work life and one in your personal life. If youre not currently working, two in your personal life are just fine.

1. For each change, draw out the iceberg - (see word document attached).

2. Look at the tip of the iceberg (everything above the surface) and now without giving too much thought to it quickly write a couple of bullet points on the tasks you need to do to make it happen.

3.Now give your project a short title one that captures your to-do list.

Task 2

Flip the Iceberg! Yes, turn the iceberg upside down, so that the bulk beneath the surface is now on top.

1. Write down a list of behaviours that you and others would need to change but may be reluctant to do so.

2. Now, think through what youactuallyhave to do to make the change happen.

3. Write down a new short title for the project that captures the realities and challenges before you if required.

Task 3

Compare your titles do they suggest a different type of change project? How much do they suggest an overlap?

What percentage of the projects success depends on doing the tasks you described in the tip, and what percentage in addressing the behavioural issues depicted in the bulk beneath the surface?

Given what youve learned, does this affect how you might begin to think about your change communication - what changes do you need to make?

Discuss. Report your findings to class - are there commonalities or differences in our approach? Why do you think this is so?

Required Readings

Heath, K., Flynn, J., Holt, M. D. (2014). Women, find your voice.Harvard Business Review,92(6), pp.118-121 (breakout room discussion).

Ludeman, K., Erlandson, E. (2004). Coaching the alpha male.Harvard Business Review, 82(5), pp.58-67 (breakout room discussion).

Additional sources:

Clayton, S. (2015) Change management meets social media.Harvard Business Review, digital online article, November 10.

Heracleous, L., Bartunek, J. (2020) Organization change, failure, deep structures and temporality: Appreciating wonderland.Human Relations, 74(2), pp.208-233.

Peters, R. (2020). Employee Communication Factsheet. London: Chartered Institute for Personnel and Developmenthttps://www.cipd.co.uk/knowledge/fundamentals/relations/communication/factsheet#gref

Rafferty, A. E., Jimmieson, N. L., Armenakis, A. A. (2013) Change readiness: A multilevel review.Journal of Management,39(1), pp.110-135.

Whelan-Berry, K. S., Somerville, K. A. (2010) Linking change drivers and the organizational change process: A review and synthesis.Journal of Change Management, 10(2), pp.175-193.

Supplementary texts:

Eunson, B. (2016).Communicating in the 21st Century.4th Edition. Milton, Qld: John Wiley & Sons.

Goodall, H. L., Goodall, S. (2006)Communicating in Professional Contexts: Skills, Ethics, and Technologies. Second edition. Belmont, CA: USA.

Johnson, C. E., Hackman, M. Z. (2018)Leadership: A Communication Perspective. Seventh Edition. Long Grove, IL: USA.

Keller, S., Meaney, M., Pung, C. (2010)What successful transformations share.Chicago and London: McKinsey & Company.

Lewis, L. (2019)Organizational change: Creating change through strategic communication.John Wiley & Sons.

Sibbet, D. (2013)Visual leaders: New tools for visioning, management and organizational change. Hoboken, NJ: John Wiley & Sons.

https://www.youtube.com/watch?v=etGSEIj1Sc0PBS News Hour:Hamdi Ulukaya, the founder and CEO of leading Greek yogurt brand Chobani, says he is evangelizing the idea of a so-called CEO playbook to shift some of the focus from shareholder wealth and profits to employee welfare and humanitarian goals (2019, 7 mins).

https://www.youtube.com/watch?v=gvwgqjQXrJ0Elevatus! Dr Catherine Ngahu. A Communication strategy is an important tool in the management of engagement with others.

https://www.youtube.com/watch?v=bGVe3wRKmH0Dr John Kotter provides some important tips about how to communicate a new vision - essential when leading change.

https://www.youtube.com/watch?v=X55__QILioYDr Weber Coaching: In this video we talk about why is listening important. Learn the the art of listening to others and how to listen to build rapport. Subscribe for more non-verbal communication videos! There's a difference between hearing and listening. Really listening to others means you are actually giving the person something - your time and your attention. It's not immediately obvious but the speaker does value this. After this video you'll learn to listen more effectively and understand how you can build rapport by exchanging your attention for the speaker's favour. This is one of those relationship soft skills that can impact your personal and work life, as people tend to forget why is listening important. Because listening isn't a passive thing - the importance of "active" listening skills can make or break a situation, negotiation or an entire relationship.

https://hbr.org/video/3541641444001/take-control-of-your-nonverbal-communicationScroll down to view the interview with Nick Morgan, author ofPower Cues, who explains how to master your unconscious behavior to command influence (6:33)

Week 8 - Change resistance. Advantages and disadvantages.

Overview

Summary

Is change resistance inevitable? If you answered yes to this question you might think that people therefore are 'naturally' change resistant. However,Ford and Ford (2009) suggest that resistance to change can provide valuable feedback for the change leader. Does this reinforce or challenge your own perspective? Do you view change resistance as negative and disruptive and/or helpful and constructive - or a combination of both? Where do you locate yourself on the change resistance continuum? The learning materials are framed on the textbook: Palmer, Dunford, Buchanan, 2021, Chapter 8, pp. 249-280 plus additional sources.

Topic Outcomes

This week we will:

Look at the advantages and disadvantages of change resistance

Understand the causes of change resistance and identify the organisational symptoms

Explore middle-management resistance to change and consider if it represents a change blockage or beneficial feedback to enable the change process to be adapted and shaped

Understand and apply different approaches to managing change resistance to assist you in your change leadership practice.

Seminar activity: 1) Change resistance and challenges; 2) Assessment 1 Reflective Learning Diary workshop (50%)

Activity 1: Apply mapping tools (Gap, Force Field and Route analyses) to Jamie Olivers School Dinners

Jamies School Dinners was a landmark four-episode documentary series broadcast on Channel 4 in the UK from 23 February to 16 March 2005. The series features the TV chef Jamie Oliver attempting to improve the quality and nutritional value of school dinners at Kidbrooke School in the London Borough of Greenwich, followed by the whole Borough.

The initiative led to a broader campaign (called Feed Me Better) to improve school dinners throughout Britain, and was followed up by several other initiatives and documentaries including Jamies Return to School Dinners (2006); Jamie Olivers Ministry of Food (2008); and Jamie Olivers Food Revolution (2010-11).

While dramatized as a reality-TV show, the director had a signed contract with Jamie Oliver to release the Jamies School Dinners despite some of his reservations. The case captures in video-documentary form the below the surface drama and emotion, turbulence and emergence, errors and recoveries involved in change. It arguably does this better than any other available. It is arguably the best in a series of an increasingly popular set of documentaries on chefs using their celebrity status and skills to help restaurants transform (e.g. Gordon Ramsey) or address contemporary food and health issues (e.g. Heston Blumenthal).

Case materials

View Jamie's School Dinners S01 - Ep01 [2.14] https://www.youtube.com/watch?v=yNgo6P_HTcE

Task

Work in groups.Apply the mapping tools (gap, forcefield, route analyses) to the case. Identify the change challenges and suggest strategies to overcome resistance. Report your findings to class.

Further reading

Jamies School Dinners (2005) https://www.amazon.com/Jamies-School-Dinners/dp/B00099BISK/ref=sr_1_1?keywords=jamie%27s+school+dinners&qid=1579731543&sr=8-1

Activity 2: Assessment 1 workshop

Work on Assessment 1 Reflective Learning Diary.

Discuss your drafts with the class and exchange insights. Questions?

INCLUDEPICTURE "https://ilearn.mq.edu.au/pluginfile.php/8657812/mod_label/intro/Book%20Icon.png" * MERGEFORMATINET Required Readings

Cocieru, O. C., Lyle, M. C. B., Hindman, L. C., McDonald, M. A. (2019) The "dark side' of psychological ownership during times of change.Journal of Change Management,19(4), pp.266-282 (breakout room discussion).

Ford, J. D., Ford, L. W., (2009). Decoding resistance to change.Harvard Business Review,87(4), pp.99-103 (breakout room discussion).

Additional references:

Ford, J.D., Ford, L. W., McNamara, R. T. (2002) Resistance and the background conversations of change.Journal of Organizational Change Management,15(2), pp.105-121.

Fuller, J. B., Wallenstein, J. K., Raman, M., de Chalendar, A. (2019) Your workforce is more adaptable than you think.Harvard Business Review,97(3), pp.118-126.

Hamel, G., Zanini, M., (2014).Build a change platform, not a change program. London: McKinsey & Company.

Venus, M., Stam, D., van Knippenberg, D. (2019) Visions of change as visions of continuity.Academy of Management Journal,62(3), pp.667-690.

Woodrow, C., Guest, D. E. (2020) Pathways through organizational socialization: A longitudinal qualitative study based on the psychological contract.Journal of Occupational and Organizational Psychology, 93(1), pp.110-133.

Supplementary texts:

Ries, E. (2019)The lean startup.New York: Penguin Random House.

Senge, P. (1990)The fifth discipline: The art and practice of the learning organization.New York: Doubleday Currency.

All required readings can be found in theLegantoblock on the right hand side of the iLearn page

Learn with Rick Maurer: Resistance to Change - I don't like it! https://www.youtube.com/watch?v=zmEz4SvjULMActee: If change is essential for organisational survival - treat resisters with respect to improve the chance of success (2018) [2:14]. This is Level 2 - you can also view Level 1 and Level 3 in this series if you are interested.

HYPERLINK "https://ilearn.mq.edu.au/mod/url/view.php?id=7801854" An Affect-Based Model of Recipients' Responses https://www.youtube.com/watch?v=NMJgcmiFSsc

Academy of Management: An Affect-Based Model of Recipients' Responses to Organizational Change Events (2018) [3:21]

John Kotter - Resistance to Change https://www.youtube.com/watch?v=Wdroj6F3VlQ

John Kotter - dealing with Resistance to Change, 2011 (3:36}. I am not sure I agree with his opening premise - get the change resisters out of the way! What do you think?(2011) [3:36]

Eric Ries explains The Pivot https://www.youtube.com/watch?v=1hTI4z2ijc4

Interloper Films. Did you know YouTube started out as a dating site and Twitter was originally a podcasting service? Find out how startups "pivoted" their strategy and evolved into thriving companies (2012) [3:35]

Week 9 - Organization Development and Sense-Making Approaches

Overview

Summary

This week we will enter the field of Organisational Development (OD) and explore links between OD and organisational change theory. Four of the six images of leading change have their origins in these fields of study:director,coach,navigatorandinterpreter. We will compare and contrast these images and consider how these images helps us to understand the role change agents play in leading change. The other two images,caretakerandnurturerare grounded in organisational theory. The learning materials are framed on the textbook: Palmer, Dunford, Buchanan, 2021, Chapter 9, pp.281-317 plus additional sources.

Topic Outcomes

Look at the OD approach to leading change

Consider the theoretical foundations of thecoachandinterpreterimages of leading change

Venture into the domains of Appreciative Inquiry, Dialogic OD and Positive Organizational Scholarship (OD extensions)

Explore the 'sense-making' approach to change. Can this more nuanced approach lead to more successful leading change outcomes?

Seminar activity 1) Inspiring change: Sense-making and symbolism in action

Activity Task 1: Inspiring Change: Sense-making and symbolism in Action: Lessons from I Have a Dream (adapted from Badham,forthcoming,pp.138-140)

Dr Martin Luther King, Jr

The American civil rights activist Dr Martin Luther King, Jr. is known for his strategy of nonviolent protest, and rhetorical appeal for civil and economic rights and an end to racism in the United States (as exemplified in his I Have A Dream speech to the March on Washington for Jobs and Freedom, August 28, 1963).

Martin Luther King, Jr was faced with a situation of white supremacy through control of the police and military, votes and ideology. He had some cultural resources he was able to work with, however. The democratic culture of the US espoused values of equality, liberty and human rights. Yet, these were routinely and visibly betrayed in systemic practices of illegal discrimination against disenfranchised African Americans. This allowed him to present the black problem as a freedom problem, and acts of protest as patriotic.

Case materials

History Channel (2018, January 13). Martin Luther King, Jr.: Leader of the 20th century civil rights movement Biography [3:51]

King, Jr., M.L. (1963, August 28). I have a dream speech, Lincoln Memorial, Washington D.C., USA. [Video file]. Historic Film Archive [18:42].

Task 1

While watching the biography of Dr Martin Luther King, Jr. (History Channel, 2018), reflect on the following questions below.

1. How was the use of nonviolent protest both necessary and symbolic? How did this help US citizens make sense of the change required?

2. How did Dr King use protests and boycotts to draw on the potential power invested in parts of the US legal system?

3. How was putting his life on the line instrumental to ensuring his influence then and his symbolic power today?

4. What influence did the positive framing of the need for change have on the delivery and the power of the message?

5. How might change leaders use similar tactics?

Task 2

Use Dr Kings strategic actions and rhetoric as a thought-provoking example to define:

6. What actions and rhetoric might you use to lead change when there are significant cultural obstacles and political opposition to the changes you are championing?

7. In what ways, does this require thinking and acting mindfully?

8. How do you attend to the mobilising of energy and support?

Martin Luther King Jr's biography:Martin Luther King Jr. - Day, Quotes & Assassination - BiographyDr Martin Luther King Jr's 'I have a dream' speech 1963 (2013) https://www.youtube.com/watch?v=3vDWWy4CMhE'I have a dream' speech as it was delivered by Dr Martin Luther King Jr during the Civil Rights Rally in Washington, August, 28, 1963, at the Lincoln Memorial. Apologies for the very poor quality - this is historical footage.

Appreciative inquiry in a nutshell | Sarah Lewishttps://www.youtube.com/watch?v=lX3nlMVWj9o

In this video Sarah Lewis the co-Author of Appreciative Inquiry for Change Management outlines the theory and practice of AI. Sarah Lewis is an Associated Fellow of the British Psychological Society, a Principal member of the Association of Business Psychologists, and the owner of Appreciating Change, where she works as a facilitator and consultant (2016) [3:38].

Appreciative Inquiry: A Conversation with David Cooperriderhttps://www.youtube.com/watch?v=3JDfr6KGV-k

Distinguished Visiting Professor David Cooperrider talks about Appreciative Inquiry and the power of strength-based leadership (2011) [3:53].

The power of resilience: David Cooperrider at TEDxUNPlaza 2013https://www.youtube.com/watch?v=-SoAKaTKAYA

David L. Cooperrider, Ph.D. is the Fairmount Minerals Professor of Social Entrepreneurship at the Weatherhead School of Management, Case Western Reserve University. Dr. Cooperrider is past Chair of the National Academy of Management's OD Division and has lectured and taught at Harvard, Stanford, University of Chicago, Katholieke University in Belgium, MIT, University of Michigan, Cambridge and others. Dr. Cooperrider is founder and Chair of the Center for Business as an Agent of World Benefit (2013) [25:03].

Playful inquiry -- try this anywhere: Robyn Stratton-Berkessel at TEDxNavesinkhttps://www.youtube.com/watch?v=9IDMOgH1Nak

A simple, intentionally appreciative inquiry can result in a playful state that fosters creativity, openness and togetherness. Grounded in the science of positive psychology, this interactive talk demonstrates how appreciative inquiry opens us up to experience even greater positivity. The result: less fear and strong heartfelt connections and understanding between people, even strangers (2014) [13:49]

Required Readings

Kraft, A., Sparr, J. L., Peus, C. (2018) Giving and making sense about change: The back and forth between leaders and employees.Journal of Business Psychology, 33, pp.71-87.

Quinn, R. E., Cameron K. S. (2019) Positive Organizational Scholarship and agents of change.Research in Organizational Change and Development, 27, pp.31-37.

Additional readings

Badham, R., Carter, W. R., Matula, L. J., Parker, S. K., Nesbit, P. L. (2015) Beyond hope and fear: The effects of organizational theatre on empowerment and control.Journal of Applied Behavioural Science,51, pp.1-28.

Balogun, J., Bartunek, K. M., Do, B. (2015) Senior managers' sensemaking and responses to strategic change.Organization Science, 26(4), pp.960-979.

Burns, B. (2020) The origins of Lewin's three step model of change.Journal of Applied Behavioral Science, 51(1), pp.32-59.

Cameron, K., McNaughtan, J. (2014) Positive organizational change.Journal of Applied Behavioral Science, 50(4), pp.445-62.

Maitlis, S., Christianson, M. (2014) Sense-making in organizations: Taking stock and moving forward.Academy of Management Annals, 8(1), pp.57-125.

Mantere, S., Schildt, H. A., Sillince, J. A. (2012) Reversal of strategic change.Academy of Management Journal,55(1), pp.172-196.

Tenkasi, R. V. (2018) Revising the past to re-imagine the future of organizational development and change.Organization Development Journal(Winter), pp.61-75.

Supplementary texts:

Bushe, G. T., Marshak, R. J. (eds) (2015)Dialogic Organization Development: The theory and practice of transformational change.Oakland, CA: Berrett-Koehler.

Cummings, T. G., Worley, C. G. (2019)Organization Development and change.11th edition. Stamford, CT: Cengage Learning.

Iveroth, E., Hallencreutz, J. (2015) Effective leadership through sensemaking. New York: Routledge.

Week 10 - Change Management Perspectives

Overview

Summary

This week we will explore a range of change leadership and management checklists, frameworks, models and perspectives. However, we also need to consider our own personal style, our preferred approach to leading change and what considerations we need to make to ensure the change is situationally and contextually relevant. Hopefully, by now you will understand that leading change is not a linear process, nor is it rational as you need to lead people who are inherently irrational! There are ways of leading the change in a logical manner however this relies on an astute change manager who has the cognitive skills to analyse the context and the interpersonal skills to modify their communication, actions and behaviours. This essentially means taking the individual ego out of the process!

Topic Outcomes

Understand the range of factors that can, and open do, lead to change failure

Evaluate a range of checklists and models for leading and managing change - which one resonates with you?

Consider the advantages of the change management 'stage models' and ways this knowledge can be applied

Assess the contingency approaches to change leadership and management. Do these theories and concepts help us to develop an individual change leadership perspective that can be applied and adapted in a range of contexts?

Seminar activity: the Stace-Dunphy Contingency Matrix

Activity 1- adapted from Figure 10.3 (p.340) The Stace-Dunphy Contingency Approach to Change Implementation

The contingency approach to change management suggests that change is situationally and contextually contingent - the change management approach must be tailored to the change outcomes and organisational context.

Open the Stace-Dunphy Contingency Approach to Change Implementation (PDF below I put it in Google Drive with the slides) and consider the 4 dimensions: 1) participative evolution; 2) charismatic transformation; 3) forced evolution; and 4) dictatorial transformation.

Identify a change context applicable to each approach. Why do you think this approach might be effective in this change context?

Discuss in your breakout groups then share your insights with the class.

Activity 2: Assessment 2: Action Project workshop

Work on Assessment 2 Action Project due in Week 12.

Discuss your drafts with the class and exchange insights. Questions?

Six keys to leading positive change: Rosabeth Moss Kanter at TEDxBeaconStreet https://www.youtube.com/watch?v=owU5aTNPJbs

From the power of presence to the power of voice, leadership expert and Harvard Business School professor Rosabeth Moss Kanter discusses the process of making a difference in the world. Kanter uses the stories of great leaders and ordinary people to reveal the six success factors that are the keys to positive change, including lining up partnerships, managing the miserable middles of change, and sharing success with others. This uplifting talk from TEDxBeaconStreet will inspire you to lead and take action (2013) [17.35]

Unfreezing change as three steps: Rethinking Kurt Lewins legacy for change management https://www.youtube.com/watch?v=E9tRZ2X-hhY

Human Relations: This video presents Unfreezing Change as Three Steps by Cummings, Bridgeman and Brown published in Human Relations. This article argues that Kurt Lewins three-step framework of unfreezingchangingrefreezing, regarded by many as the classic approach to change management, is not at all what we believe it to be (2019) [7:36]

New Boeing CEO David Calhoun takes the reins by developing fresh strategy https://www.youtube.com/watch?v=WLGpJUThGqA

CNBC Television:Boeing is entering a new era as Chairman David Calhoun takes over as CEO. CNBC's Phil LeBeau reports (2020) [3.21].

Warren Buffett on what he plans to do with his Kraft Heinz shares and 3G Capital https://www.youtube.com/watch?v=IEP7RUKuI0U

In an interview with CNBC's Becky Quick, Berkshire Hathaway's Chairman and CEO Warren Buffett says he would like to still be invested in Kraft Heinz five to ten years from now, though he thinks that 3G Captial misjudged how competition would evolve in the sector (2019) [8.31]

The Change Curve lesson EPM https://www.youtube.com/watch?v=YOul0fb3g0Q

EPM:Understanding the Change Curve and how to use it to accelerate change (2017) [8.34]

INCLUDEPICTURE "https://ilearn.mq.edu.au/pluginfile.php/8657845/mod_label/intro/Book%20Icon.png" * MERGEFORMATINET Required Readings

Kotter, J. P. (2012) Accelerate!Harvard Business Review,90(11), pp.44-52.

Pfeffer, J. (2010) Building sustainable organizations: The human factor.Academy of Management Perspectives, 24(1), pp.34-45.

Additional readings

Appelbaum, S. H., Habashy, S., Malo, J-L, Shafiq, H. (2012) Back to the future: Revisiting Kotter's 1996 change model.Journal of Management Development,31(8), pp.764-782.

Buchanan, D. A., Ketley, D., Gollop, R., Jones, J.L., Lamont, S. S., Neath, A., Whitby, E. (2005) No going back: A review of the literature on sustaining organizational change.International Journal of Management Reviews, 7(3), pp.189-205.

Burnes, B. (2020). The origins of Lewin's three-step model of change.The Journal of Applied Behavioural Science,56(1), pp.32-59.

Dawson, P. Andriopoulos, C. (2017)Managing change, creativity and innovation.3rd Edition. London: Sage Publications. See particularly Chapter 13 'The Leader Promoting New Ideas at Work', pp.503-533.

Hughes, M. (2016). Leading changes: Why transformation explanations fail.Leadership,12(4), pp.449-469.

Keller, S., Schaninger, B. (2019)A better way to lead large-scale change. New York: McKinsey & Company.

Kotter, J. P. (2007) Leading change: Why transformation efforts fail.Harvard Business Review85(1), pp.96-103 (first published 1995).

Wiedner, R., Barrett, M. Oborn, E. (2017). The emergence of change in unexpected places: Resourcing across organizational practices in strategic change.Academy of Management Journal,60(3), pp.823-854.

Supplementary texts

Kotter, J. P. (2012)Leading Change,2nd edition. Boston, MA: Harvard University Press.

Keller, S., Schaninger, B. (2019)Beyond Performance 2.0. A proven approach to leading large-scale change.Hoboken, NJ: Wiley.

Week 11 - Sustaining change

Overview

Summary

This week we will look at the sustainability of organisational change as a 'running thread' of effective change management. In order for change to be sustainable, this needs to be considered from the very beginning of the change mapping process and integrated in the implementation process. Research demonstrates clearly that even effective change can 'decay' and all the effort and benefits lost thereby enabling another 'failed' change experience. This week we will explore how change management can be both effective and sustainable. Please read Chapter 11 of your textbook before class.

Topic Outcomes

Understand the causes of initiative 'decay' which threaten the sustainability of change

Appreciate elements of blameworthy change that are not sustainable and considering this in relationship to praiseworthy change initiatives.

Discuss actions and change management behaviours that can contribute to effective, sustainable change.

Consider the pitfalls encountered by change managers so that we can map the change carefully from a consistent, informed perspective.

Activities: 1) Treating Initiative Decay; 2) How Defensive Are You?

Exercise 11.2 Treating Initiative Decay(Palmer, Dunford, Buchanan, 2021, p.374)

In this chapter, we identified the top ten causes of initiative decay.

Please look at the list below and answer the following questions in your breakout rooms (15-minutes) and report your findings to the class.

Q - which of these factors apply to recent changes in your organisation (the organisational focus in your Action Project)?

Q - what additional factors, not mentioned here, could cause initiative decay in your organisation?

Q - considering each cause in turn, what treatment would you prescribe to avoid or reduce the decay?

Cause Prescribed treatment?

Initiators move on

Accountability becomes diffuse

Knowledge lost through staff turnover

Old habits imported with new recruits

Change triggers no longer visible

New managers with their own agendas

Power brokers blocking progress

Pump-priming funds have run out

Other priorities diverting attention

Initiative fatigue, lack of enthusiasm

Other? ...

Activity 2- adapted from Exercise 7.2 How Defensive Are You? (Palmer, Dunford, Buchanan, 2021, p.240) I put it on Google Drive

Research suggests that communication 'defensiveness' can lead to change failure.

Many individuals (female and male) think that just looking interested when someone speaks to them demonstrates a high degree of openness when, in fact, that's just the bare minimum one must do not to be labelled defensive. Alphas (female and male) can use this tool to chart their progress towards a more constructive state of mind and to see how their behaviour appears to others.

Think of a recent conversation with someone that did not interest you.Open the Defensiveness chart below and rate yourself.

Are you open or defensive? What are your normal behaviours? Where are your preferences? What do you need to change? How would this improve your relationships and personal effectiveness? How could this contribute to change failure?

Discuss in your breakout groups then share your insights with the class.

Required Readings

Palmer, I., Dunford, R., Buchanan, D. A. (2021)Managing Organizational Change: A Multiple Perspectives Approach.Fourth Edition (International Student Edition). New York, NY; McGraw Hill. Chapter 9, pp.281-317 (lecture materials).Clausen, B., Kragh, H. (2019). Why dont they just keep doing it? Understanding the challenges of the sustainability of change:Journal of Change Management, 19(4), pp.221-245.

Kanter, R. M. (2009) Change is hardest in the middle,Harvard Business Review,August 12.

Additional readings

Appelbaum, S. H., Habashy, S., Malo, J-L, Shafiq, H. (2012) Back to the future: Revisiting Kotter's 1996 change model.Journal of Management Development,31(8), pp.764-782.

Burnes, B. (2020). The origins of Lewin's three-step model of change.The Journal of Applied Behavioural Science,56(1), pp.32-59.

Dawson, P. Andriopoulos, C. (2017)Managing change, creativity and innovation.3rd Edition. London: Sage Publications. See particularly Chapter 13 'The Leader Promoting New Ideas at Work', pp.503-533.

Edmondson, A. (1999).Psychological Safety and Learning Behavior in Work Teams.Administrative Science Quarterly,Vol 44(2), June 1999, pp.350-383.

Hughes, M. (2016). Leading changes: Why transformation explanations fail.Leadership,12(4), pp.449-469.

Keller, S., Schaninger, B. (2019)A better way to lead large-scale change. New York: McKinsey & Company.

Kotter, J. P. (2007) Leading change: Why transformation efforts fail.Harvard Business Review85(1), pp.96-103 (first published 1995).

Kotter, J. P. (2012) Accelerate!Harvard Business Review,90(11), pp.44-52.

Pfeffer, J. (2010) Power play.Harvard Business Review, 88(7), pp.84-92.

Pfeffer, J. (2010) Building sustainable organizations: The human factor.Academy of Management Perspectives, 24(1), pp.34-45.

Supplementary texts

Kotter, J. P. (2012)Leading Change,2nd edition. Boston, MA: Harvard University Press.

Keller, S., Schaninger, B. (2019)Beyond Performance 2.0. A proven approach to leading large-scale change.Hoboken, NJ: Wiley.

OCM: Sustaining Change https://www.youtube.com/watch?v=Ntiph1dT7c4

Thought Logic: The reason we're not going to get to sustainment, is we're not building change strategies that drive for sustainment, our change strategies drive for adoption, and we get it. What would happen if we changed our planning, our strategy work, and we built plans for sustainment from the beginning? (2017) [3.33]

Building a psychologically safe workplace | TEDxHGSE https://www.youtube.com/watch?v=LhoLuui9gX8&t=0s

Amy Edmondson |The Novartis Professor of Leadership and Management at Harvard Business School is well known for her work on teams (2014) [11.26].

Week 12 - The Effective Change Leader: What Does It Take?

Overview

Summary

We now have sufficient insights into the complexity of change to understand the personal and managerial attributes required to successfully design and implement change. We will look at some successful senior change leaders to provide a detailed understanding of the skills required including 'political astuteness' (Buchanan and Badham, 2020). However, our focus will not be limited to 'just' exploring change from 'the top' - we will also consider change from 'the middle' and the range of competencies and political mastery required by effective organisational change agents.

Topic Outcomes

Recognise the potential for skilled change agents in contemporary organisations regardless of their formal responsibilities and roles

Clarify the competencies of skills, knowledge and personal and managerial attributes required of successful change agents

Appreciate the political skills that can enhance the chance of leading change successfully

Outline a change management capabilities framework that can be tailored to meet the organisational change conditions and the outcomes sought by individual change agents.

Activities: 1) Are you politically aware? 2) Action Project workshop

Activity 1: Are you politically aware?

Complete Exercise 12.3 How Political is Your Organisation (pp.417-418) see also PDF on iLearn. (I put it on Google Drive)

Calculate your score.

Discuss in breakout rooms.

Do you lead in a politics-free zone? A free-fire zone? Or, an average-behaviour zone?

What does this tell you about your awareness of the political dynamics that need to be managed when leading change?

Activity 2: Assessment 2 workshop

Work on Assessment 2 Action Project due this Sunday, Week 12.

Discuss your drafts with the class and exchange insights. Questions?

INCLUDEPICTURE "https://ilearn.mq.edu.au/pluginfile.php/8657877/mod_label/intro/Book%20Icon.png" * MERGEFORMATINET Required Readings

Battilana, J., Casciaro, T. (2013) The network secrets of great change managers.Harvard Business Review, 91(7/8), pp.62-68.

Pfeffer, J. (2010) Power play.Harvard Business Review, 88(7), pp.84-92.

Additional references

Barber-Toms, D., Castell,I., de Bakker, F. G. A., Zietsma, C. (2019). Energizing through visuals: How social entrepreneurs use emotion-symbolic work for social change.Academy of Management Journal,62(6), pp.1789-1817.

Bass, B. M., Avolio, B. J. (1994)Improving organizational effectiveness through transformational leadership.Thousand Oaks, CA: Sage Publications.

Dutton, J. E., Ashford, S. J., O'Neill, R. M., Lawrence, K. A. (2001). Moves that matter: Issue selling and organizational change.Academy of Management Journal,44(4), pp.726-736.

Heyden, M. L. M., Fourn, S. P. L., Koene, B. A. S., Werkman, R., Ansari, S. (2017) Rethinking "top-down" and "bottom-up" roles of top and middle managers in organizational change: Implications for employee support.Journal of Management Studies, 54(7), pp.961-985.

Lu, S., Bartol, K. M., Venkataramani, V., Zheng, X., Liu, X. (2019) Pitching novel ideas to the boss: The interactive effects of employees' idea enactment and influence tactics on creativity assessment and implementation.Academy of Management Journal, 62(2), pp.579-606.

McAllister, C. P., Ellen, B. P., Perrewe, P. L., Ferris, G. R., Hirsch, D. J. (2015) Checkmate: Using political skill to recognize and capitalize on opportunities in the "game" of organizational life.Business Horizons, 58(1), pp.25-34.

Northouse, P. (2010).Leadership: Theory and Practice, Fifth Edition, Thousand Oaks, CA: Sage.

Supplementary texts

Buchanan, D. A., Badham, R. (2020)Power, politics and organizational change: Winning the turf game.3rd edition. London: Sage Publications.

Mintzberg, H. (1983)Power in and around organizations. Englewood Cliffs, NJ: Prentice Hall.

Olivia Fox Cabane: Build Your Personal Charisma https://www.youtube.com/watch?v=LMu_md_5PQ4

Debunking charisma as being purely innate or magical, Olivia Fox Cabane reveals how specific behaviors of presence, power and warmth can help individuals to develop their personal charisma. The author of The Charisma Myth also shares anecdotes and research that illustrate how elements of charisma are learned, interpreted and impact relationships (2012) [44.30].

Progressive moves in 2019: one-on-one with CEO Tricia Griffith https://www.youtube.com/watch?v=nAr5JQDkHzY

WKYC Channel 3:Growing faster than Apple, the insurance company Progressive continues to live up to its name. Sara Shookman speaks with the company's CEO (2019) [3:21].

Levi's CEO Chip Bergh on innovation, strategies to reach the next generation of consumers https://www.youtube.com/watch?v=zSE2u0p1kZo

CNBC Television:Levi's CEO Chip Bergh sits down with CNBC's Jim Cramer to discuss how the iconic denim company creates innovation around its sustainability goals. Bergh also explains how Levi's uses customization and personalization to meet consumer preferences (2019) [9:20].

Dara Khosrowshahi, CEO, Uber https://www.youtube.com/watch?v=M8aCKi3dsVg

Stanford School of Business:People often optimize for the role or for the company. The first thing I optimize for is who I will work with. Dont bet on companies, bet on people, Dara Khosrowshahi, CEO of Uber, told students at todays View From The Top event. Khosrowshahi discussed his departure from Expedia and his approach to shifting company values at Uber to focus on diversity and inclusion. An important factor in our change was setting a new culture and new norms, he said. We crowdsourced those norms and asked people what kind of company do we want to be? Khosroshahi advised students to let go of benchmarking via titles and salaries when it comes to career goals. Have a theme but dont get locked in. Im always looking around to make sure my own biases dont prevent me from seeing something great, he said. When youre lucky enough to take that risk, jump! Khosrowshahi was interviewed by Lepi Jha Fishman, MBA 19 (2018) [41:12].

Week 13 Revision

Overview

Summary

Topic Outcomes

Recognise the potential for skilled change agents in contemporary organisations regardless of their formal responsibilities and roles

Clarify the competencies of skills, knowledge and personal and managerial attributes required of successful change agents

Appreciate the political skills that can enhance the chance of leading change successfully

Outline a change management capabilities framework that can be tailored to meet the organisational change conditions and the outcomes sought by individual change agents.

Seminar activity: Developing Change Management Expertise

Activity 1: Developing Change Management Expertise (adapted from LO12.5, Palmer, Dunford and Buchanan, 2021, pp. 411-413)

Consider the six-step approach to developing change expertise outlined below.

In your breakout rooms discuss how you will apply these steps in your professional practice to continue to develop your change management expertise (30-minutes). Report your findings back to class.

Career Moves:Are you ready to assume a role as a change manager? Is this the right time in your career to assume change management responsibility?

Repositioning:Refer to Figure 1.1 'Assessing Depth of Change' (p.17). Where do you sit in this framework? How could you 'reposition' yourself to manage change effectively in your organisation?

The Politics: are you comfortable with the political dimensions of change management? If not, how can you develop your political skills?

Strengths:Refer to CMI Change Manager Master Level Competency Model (p.402) - what competencies do you possess and which ones do you need to develop?

Gaps:Do you have any personal or professional competency gaps that need to be addressed?

Action Plan: 1) Building strengths; 2) Allowable weaknesses; 3) Filling gaps.

INCLUDEPICTURE "https://ilearn.mq.edu.au/pluginfile.php/8657891/mod_label/intro/Book%20Icon.png" * MERGEFORMATINET Required Readings

Battilana, J., Casciaro, T. (2013) The network secrets of great change managers.Harvard Business Review, 91(7/8), pp.62-68.

Dutton, J. E., Ashford, S. J., O'Neill, R. M., Lawrence, K. A. (2001). Moves that matter: Issue selling and organizational change.Academy of Management Journal,44(4), pp.726-736.

Pfeffer, J. (2010) Power play.Harvard Business Review, 88(7), pp.84-92.

Supplementary texts

Buchanan, D. A., Badham, R. (2020)Power, politics and organizational change: Winning the turf game.3rd edition. London: Sage Publications.

Mintzberg, H. (1983)Power in and around organizations. Englewood Cliffs, NJ: Prentice Hall.

Download Solution Now

Uploaded By : Pooja Dhaka
Posted on : November 21st, 2024
Downloads : 0
Views : 155

Due date:Monday, Week 12

Download Solution Now

Download Solution Now

Choose a Plan

Premium

Gold

Silver

Due date:Monday, Week 12

Download Solution Now

Download Solution Now

Choose a Plan

Premium

Gold

Silver

Request a Call Back