MBL93AR Module Overview - 2014

2014_MBL93AR

Module overview _ 2014 CHANGE MANAGEMENT

MBL93AR

IMPORTANT INFORMATION: This module overview contains important information about your module.

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CONTENTS Page CONTENTS ............................................................................................................................................ 2 1.

INTRODUCTION ........................................................................................................................ 4

2.

PURPOSE, BROAD AND SPECIFIC OUTCOMES FOR THE MODULE................................................. 4

2.1

Purpose ...............................................................................................................................4

2.2

Broad and specific outcomes .................................................................................................5

3.

LECTURER(S) AND CONTACT DETAILS......................................................................................... 5

3.1

Lecturer(s) ...........................................................................................................................5

3.2

Area ....................................................................................................................................6

3.3

University ............................................................................................................................6

4.

MODULE-RELATED RESOURCES ................................................................................................. 6

4.1

Prescribed books ..................................................................................................................6

4.2

Electronic Reserves (e-Reserves) ............................................................................................7

5.

TOPICS…………………….…………………………………………………………………………………………………………………8

5.1

Theories on organisations……………………………………………………………………………………………………......8

5.2

Organisations and change………………………………………………………………………………………………………..10

5.3

Managing Change…………………………………………………………………………………………………………………..12

5.4

Typologies of change………………………………………………………………………………………………………………14

6.

STUDY SCHOOL PLAN .............................................................................................................. 16

6.1

Study School ..................................................................................................................... 16

7.

MODULE-SPECIFIC STUDY PLAN ............................................................................................... 16

8.

ASSESSMENT .......................................................................................................................... 16

8.1

Assessment plan ................................................................................................................ 16

8.2

General assignment numbers .............................................................................................. 16

8.3

Submission of assignments ................................................................................................. 17

8.4

Assignments ...................................................................................................................... 17 2

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8.4.1

Individual Assignment 1:

8.4.2

Individual Assignment 2:……………………………………………………………………………….........................19

8.5

Marking guideline/matrix/rubric: ........................................................................................ 21

8.6

Self-assessment questions .................................................................................................. 22

9.

OTHER ASSESSMENT METHODS .............................................................................................. 22

10.

EXAMINATION ........................................................................................................................ 22

11.

FREQUENTLY ASKED QUESTIONS ............................................................................................. 22

12.

SOURCES CONSULTED ............................................................................................................. 23

13.

CONCLUSION .......................................................................................................................... 23

............................................................................................... 18

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1. INTRODUCTION The change management module is designed to help you gain knowledge on the interdisciplinary, multiple – perspectives approach to managing organisational change. In most organisations, the magnitude, speed, impact and unpredictability of change are becoming more pronounced than ever before. Despite the plethora of advice on how to manage change, paradoxically the failure rate of change initiatives is astronomical. Around the world, managers face different kinds of challenges. Change has become a fact of life in today’s workplace due to the internal and external forces impacting on organisations. These include globalisation, rightsizing and fast-developing technologies; shifts in strategies; decentralisation and delayering; a new emphasis on quality or innovation; the implementation of new team-based and demand-driven projects; and programmes, modernisation, reinventing, rethinking/restructuring and re-engineering, among many others. Change is becoming inevitable. To survive and succeed in the contemporary highly competitive global environment, organisations and individuals need to embrace change. Effective change management, therefore, provides the strategic dynamics necessary for the organisation to move from the current to the envisaged business state.

2. PURPOSE, BROAD AND SPECIFIC OUTCOMES FOR THE MODULE 2.1

Purpose

The Change Management module is a component of the Masters in Business Leadership (MBL) programme. The main purpose of this course is to help students gain a better understanding of organisational change: how and why organisations change - based on an understanding of organisational structures, management and behaviour. Describing and discussing the key approaches to organisational change, and setting these within the broader framework of the development, operation and behaviour of the organisation and those who populate it, also assist students to analyse the benefits, applicability and usefulness of the approaches to their respective organisations and environments. This course addresses both theory and real-life applications. The first part of the course provides a comprehensive review of organisational theory and behaviour. Influential contemporary approaches to structuring and managing organisations are examined and compared. The importance and implications of culture, power and politics are interrogated. This part of the course highlights the impact of managerial choices in shaping decisions. The second part of the course introduces strategy management and change management. Dominant approaches to strategy; tools and techniques for strategy development and implementation; prescriptive and analytical schools of strategy; and the relationships between organisational strategy and organisational change, are discussed. Various change situations in organisations and constraints are discussed within the context of approaches to strategy and change. It covers an overview of decisions related to the 4 p’s of the marketing mix, i.e. products, pricing, place and promotion. The Choice – Management Change – Management model is examined. The model, comprising three interlinked processes – choice, trajectory and change – examines the role of managers in making choices in managing change.

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2.2

Broad and specific outcomes

Learners will be able to demonstrate a coherent and critical understanding of: (a) (b) (c) (d)

the phenomenon of organisations in society and the context in which change takes place theoretical and practical aspects of change management the relationship between change management and strategic management the Choice Management – Change Management model and the role of managers in acting in the broader interests of all their stakeholders

Learners will be able to define and critically analyse: (a) various theories of what organisations are; paradigms on how to conceptualise organisations within a turbulent and unpredictable environment (b) alignment of paradigms to the nature of the change experienced as a key analytical tool (c) change situation diagnosis and ways of facilitating the change process (d) the nature of strategic choice management – change management in organisations Learners will be able to demonstrate the ability to design an appropriate change management process based on leadership and management choice. Learners will be able to develop their own analytical and critical skills as change leaders to align various paradigms to the nature of the change experienced; and ultimately to demonstrate their ability to diagnose a change situation and select the best ways of facilitating the change process.

3. LECTURER(S) AND CONTACT DETAILS 3.1

Lecturer(s)

The lecturer for this module is:

Office: Telephone number: E-mail address: Fax number: Address Website

Professor Peliwe P Mnguni (Module leader) UNISA SBL, Cnr. of Janadel and Alexandra Avenues, Midrand +27 (0)11 652 0374 [email protected] +27 (0)11 652 0299 UNISA Graduate School of Business Leadership Cnr Janadel & Alexandra Avenues, Midrand, 1685 P O Box 392, Unisa 0003 www.sblunisa.ac.za

Lecturers can assist with enquiries of an academic nature only, such as enquiries about the contents of assignments. You must provide your student number, contact number and the course code of this module (MBL93AR) whenever you send us an enquiry.

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3.2

Area

Administrative enquiries (appointments, lecturer’s availability etc.) concerning this module should be directed to our administrative support staff.

Name Telephone number E-mail address

3.3

HR and Leadership Area Ms Tintswalo Mathebula + 27 11 652 0319 [email protected]

University

Unisa Graduate School of Business Leadership, Midrand The contact points for any enquiries about administrative support are listed below. Remember to use your student number as reference whenever you contact the SBL staff. Description of enquiry Reception / Information Desk Registrations Prescribed Books MBL Programme Administration

Telephone +27 11 652 0214/48 +27 11 652 0290 +27 11 652 0218 +27 11 652 0239 +27 11 652 0341/2

Library

EDS Support myUnisa Finance

+27 11 652 0249 +27 11 652 0358 43582 (SMS) +27 11 652 0324

E-mail address Zinhle – [email protected] [email protected] Terrance [email protected] Princess [email protected] Megan [email protected] Lindiwe [email protected] [email protected] [email protected] [email protected]

4. MODULE-RELATED RESOURCES 4.1

Prescribed books

Burnes, B. 2009. Managing change: strategic approach to organisational dynamics. 5th edition. Harlow: Pearson Education.

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4.2

Electronic Reserves (e-Reserves)

Andre, M. 2013. Plan do stablise repeat: how to lead change successfully. Management Services, 57(1), Spring: 42-48. Andrews, J., Cameron, H. & Harris, M. 2008. All change: managers’ experience in organisational change in theory and practice. Journal of Organizational Change Management, 21(3): 300—318. Beck, N., Woywode, M. & Bruder, J. 2008. “Momentum or deceleration? Theoretical and methodological reflections on the analysis of organisational change”, Academy of Management Journal, 51(3): 433—435 Bordum, A. 2010. The strategic balance in a change management perspective. Society and Business News, 5(3): 245—258. Burnes, B. & Jackson, P. 2011. Success and failure in organizational change: an exploration of the role of values. Journal of Change Management, 11(2): 133—162. Euchner, J. 2013. Innovation is change management. Research Technology Management, 56(4), July–August: 9 -11. Du Toit, L. 2010. "Organization development in South Africa: an exciting challenge for the behavioral scientist”, Organization Development Journal, 28(4): 53—56. Fourie, D. 2007. Qualities required for change. Journal of Public Administration, 42(3): 347—356. Graetz, F. & Smith, A.C.T. 2010. Managing organizational change: philosophies of change approach. Journal of Change Management, 10(2): 135—154. Kirsch, C. & Parry, W. 2012. The impact of cross cultural dynamics in change management. Cross Cultural Management: An International Journal, 19(2): 166—195. Lewis, D., Romanaggi, D. & Chapple, A. 2010. Successfully managing change during uncertain times. Strategic HR Review, 9(2): 12—18. Louw, L. & Jackson, T. 2008. Managing culture and change in South African organisations: the way forward for sub-Saharan Africa?‖Africanus, 38(1): 29—42. Manning, T. 2012. Managing change in hard times. Industrial and Commercial Training, 44(5): 259—267. Mwanza, G.C. 2009. Transformational strategies can change organisations to be effective. Journal of Contemporary Management, 6: 298—309. Ottinger, R. 2012. Acquire more, fail less: a growth acceleration strategy for a rapidly changing world. Financial Executive, 28(10), December: 34-38. 7

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Pardo-Del-Val, M. & Roig-Dobon, S. 2012. Participative management and its influence on organizational change. Management Decision, 50(10): 1843—1860. Ragsdell, G. 2000. Engineering a paradigm shift: a holistic approach to organisational change management. Journal of Organizational Change Management, 13(2): 104—120. Sales, C. 2006. Organisational culture Contemporary Management, 3: 60—76.

in

multinational

organizations.

Journal

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Shin, J., Taylor, S. & Myeong – Gu Seo. 2012. “Resources for change: the relationships of organizational inducements and behaviors toward organizational change”, Academy of Management Journal, 55(3): 727—748. Stoltzfu, K., Stohl, C. & Seibold, D.E. 2011. Managing organizational change: paradoxical problems, solutions and consequences. Journal of Organizational Change Management, 24(3): 349—367. Ticker, T. 2013. Communicating and managing change during extreme weather events: promising practices for responding to urgent and emergent climate threats. Journal of Business Continuity and Emergency Planning, 6(4):13-34. Van Dijk, R. & Van Dick, R. 2009. Navigating organizational change: change leaders, employee resistance and work-based identities. Journal of Change Management, 9(2): 143— 163. Van Nistelrooij, A. & Sminia, H. 2010. “Organization development: what’s actually happening”, Journal Change Management, 10(4): 407—420. Vinger, G. & Cilliers, F. 2006. Effective transformational leadership behaviours for managing challenge. SA Journal of Human Resources Management, 4(2): 1—9. Weeks, R. 2008. Nurturing a culture and climate of resilience of the waters of the South African dual economy. Journal of Contemporary Management, 5: 123—136.

5. TOPICS 5.1

Theories on organisations

5.1.1 Tuition period Time allocation: Before study school 1 8

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5.1.2 Specific outcomes Examine the phenomenon of organisations in society. 5.1.3 Self-assessment questions How is an organisation conceptualised? The critical question that this topic addresses is how to conceptualise an organisation. If we accept that change is inevitable and that this course is about organisational change and transformation, it is critical that we ensure we understand what is meant by an organisation. This topic thus focuses on various theories of what organisations are and helps students to develop their own theories of organisation. It deals with paradigms on how to conceptualise organisations and specifically mentions systems theory as a valuable paradigm in the process. 5.1.4 Learning through activities Read through chapters 2, 3 and 4 in Burnes, B. 2009. Managing change: strategic approach to organisational dynamics. 5th edition. Harlow: Pearson Education Limited. These chapters present the main theories on organisations and also reflect on postmodernist thinking and systems theory, as current paradigms that assist us in gaining a better understanding of organisations. 5.1.5 Self-assessment The organisation as a context for change can be considered from various perspectives — and as our concept of change is entangled with our view of its context (i.e. organisations), it is critical for us to understand our own perspectives on what is meant by ―organisation‖. Consider the various schools of thought on organisations and decide on a theory that you prefer. Summarise the main points of each of the theories and compare the different theories in terms of how they apply to an organisation of your choice. Systems theory allows a particularly popular conceptualisation of an organisation as it provides ―solutions‖ to some of the problems presented by a turbulent and unpredictable environment. Compare how this paradigm relates to other possible paradigms of organisations and try to define your own ―theory of organisation‖.

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5.1.6 Reflection A traditional view of change is that it is something that ―happens in‖ or ―happens to‖ organisations. However, change is an integral part of modern-day life and can be conceived as a driving force for the existence of organisations. The very notion of competitive advantage, for example, requires organisations to be vigilant regarding changes in their environment. It therefore affords organisations the opportunity to pursue change. Thus, it could be stated that organisations need change to function optimally and that change should become as much a part of organisational thinking as leadership, management and reward systems are. This could have a profound effect on our conceptualisation of organisations, and change may become the backbone of organisations as they become structured to allow for the new role of change. Reflect on the impact this could have on the following: -your perception of an organisation -your organisation and its future -the role of change management in the future 5.1.7 Conclusion To understand change means that we have to understand the context in which change takes place. In this course, the context is organisations. In addition to this, however, we also have to realise that we have our own individualised concept of what an organisation is. The paradigm we subscribe to in terms of what an organisation is or is not, dictates how we may think about leading change. This topic dealt with our conceptualisations of change and the various theories that were proposed to help us understand the phenomenon. 5.2

Organisations and change

5.2.1 Tuition period Time allocation: Before study school 1 5.2.2 Specific outcomes Design an appropriate change management process. Analyse the nature of change in organisations. Examine the phenomenon of organisations in society. 5.2.3 Self-assessment questions The critical issue is to understand the nature of the different environments in which organisations operate. Effective change cannot take place unless leaders and managers understand how the environment can trigger change and the consequences of that change. The critical questions are as follows: What is the best way to classify the environments that organisations face? How can we describe the environments of organisations operating in Africa?

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Is it possible to describe an organisation’s environment objectively or is it largely a subjective perception? What are the major forces driving/triggering change in organisations today? Do African organisations face similar or dissimilar environmental forces and trends? Which forces seem to be the most pervasive? Why? How are organisations responding to environmental changes in the 21st century? To what extent can leaders ―manage‖ their environments? 5.2.4 Learning through activities Read the article by Du Toit, L. (2010) on ―Organisation development in South Africa: an exciting challenge for the behavioural scientist‖in Organisation Development Journal, 28(4): 53—56. Du Toit briefly describes the South African situation. From the portrayed picture, it is abundantly clear that the situation in South Africa today presents many challenges for most South African managers. Most change management literature review looks at three main themes in change management, namely visionary theories of leadership, unsuccessful implementation of change, and successful implementation of change. The two additional issues Manning (2012) addresses are how to manage change when you do not have a clear vision and how to manage change when you have a vision but it is resisted or rejected by job holders. In the prescribed articles, the focus on how the world is changing and how all organisations are trying to come to terms with managing organisational change, is debated. Stoltzfus et al. (2011) raise the issue of paradoxical problems, solutions and consequences in managing organisational change. Read the article ―All change: managers’ experience in organisational change in theory and practice‖ (Andrews 2008). Can change be managed, given the complexity of changing environments? 5.2.5 Self-assessment One typology that has been proposed for classifying an organisation’s external environment is the PETS model. This model requires a leader to identify the political, economic, technological and sociocultural factors affecting the organisation. Think about three organisations (in different industries) with which you are familiar. Using the PETS model, identify the key external factors influencing the organisation. To what extent do the organisations face a similar environment? Do a search on the internet (or use other sources) to determine what the experts believe are the most significant environmental trends affecting business organisations today. There is much talk about the pervasiveness of change in the 21st century compared to what organisations faced in the 20th century. Based on your analysis of various organisations, do you think this is an accurate observation?

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5.2.6 Reflection By now you should have realised that organisations operate in multiple environments simultaneously. You should also have become aware of the level of interdependency among various elements of an organisation’s environment. Political changes, for example, can have profound effects on economic forces, which ultimately affect organisations. Is it always possible to predict the effect environmental forces will have on an organisation?

An even more important question for reflection is: What are the implications of the nature of organisational environments for a leader who wants to ―change‖ his or her organisation? What does your understanding of the environment suggest about change management in an African context? 5.2.7 Conclusion One of the premises of this course is that leaders cannot lead change effectively unless they understand the environmental forces that drive change. This understanding must take place at a general level in terms of having a framework for scanning the environment (PETS framework), but also covers the specific environmental changes/trends affecting organisations today. There are global trends that could affect all organisations regardless of location; for example, rapid changes in technology and information systems have had a profound effect on virtually all organisations across the globe. However, one should understand that the extent of specific effects may be determined by the local context in which the organisation operates, as well as its internal environment. In other words, it is important to understand global changes in technology, but one must eventually focus on the implications of such changes for organisations operating in South Africa, as well as their effect on the specific nature of the organisation’s products and services. 5.3

Managing choice (Burnes – chapters 11 and 12)

5.3.1 Tuition period Time allocation: Before study school 1 5.3.2 Specific outcomes Design an appropriate change management process based on leadership and management choice. Analyse the nature of choice management — change management in organisations. Examine the phenomenon of organisational change in society. 5.3.3 Self-assessment questions There are a number of reasons why it is important to understand the different paradigms that have been developed for understanding and managing change in complex organisations. Change paradigms determine how we conceptualise change, how we make sense of change, and most importantly how we try to bring about change in our organisations. We are unable to view change beyond the confines of our dominant paradigm or worldview. The interventions we choose and the processes used to effect change are driven by the change paradigm we adopt. 12

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Some questions for reflection include the following: What is your critical evaluation of each of the major change paradigms? Do you find one paradigm more attractive than another? Why? How has postmodernism as a meta-paradigm shift affected conceptualisation of change in organisations? To what extent are change paradigms influenced by national culture? 5.3.4 Learning through activities In this part of the course, we focus on change paradigms. A paradigm is an encompassing worldview or cognitive schema incorporating a body of knowledge, theories and principles or methodologies shared by a community of scholars and/or practitioners. The paradigm is typified by a ruling perspective or way of thinking. Read through chapters 11 and 12 in conjunction with chapter 3 in Burnes. Read through the article on ―The impact of cross cultural dynamics on change management‖ (Kirsch 2012). An overview of the dominant change paradigms is offered; cross-cultural theory and methodology and their relevance for understanding management and change in Africa are examined; and then proposals on conceptual and methodological approaches that recognise the cross-cultural content and hybridisation of post-colonial African societies, are presented. The other perspective is the strategic choice perspective, embodying the rational-purposive change paradigm, which maintains that organisations can dominate and even control their environments through management. 5.3.5 Reflection By now you should realise that no category is exclusive. Despite efforts to classify change into narrowly defined paradigms, it is virtually impossible to confine each one to a neat, exclusive category. Dominant paradigms rooted in positivist, rational and cognitive orientations to change ignore the complexity and unpredictability of change, as well as chaos theory. Postmodern change paradigms, by contrast, create an uneasy tension, suggesting that change is best left to happen without interference and that effort to manage change are at best foolhardy. Somewhere between these extremes lies the answer to how to facilitate change. Again, it is important to reflect upon how we understand the very nature of organisations and their environments. Given the life cycle of organisations and an ever-changing environment, leaders must develop a framework for working with change. Change is inevitable. The question is the extent to which we can facilitate change and create organisations capable of living with change.

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Do you find one or more of the change paradigms more attractive than others? If so, which ones and why? 5.3.6 Conclusion This section of the course provides you with an overview of the multiple change paradigms within which organisational change unfolds. The four primary paradigms can be used as lenses for understanding and approaching organisational change. The real danger is that we tend to adopt a primary paradigm that becomes the dominant way in which we understand and approach change in organisations. In reality, given the complexity of most organisations, leaders must learn to rely on a number of paradigms to drive sustainable change. The key is making sure the paradigms are aligned to the nature of the change experienced. Burnes (2009) emphasises the importance of alignment as a key analytical tool. Ultimately, change leaders have to be able to diagnose a change situation and select the best ways of facilitating the change process. 5.4

Typologies of change

5.4.1 Tuition period

Time allocation: After study school 1 5.4.2 Specific outcomes Design an appropriate change management process. Analyse the nature of change in organisations. Examine the phenomenon of organisations in society. 5.4.3 Self-assessment questions The diversity of change concepts and typologies is dealt with as part of this topic. The major change typologies that emerged before the nineties are discussed. In this regard one has to be clear on whether there are different types of change and whether they differ as regards their impact on organisations. The critical questions are as follows: Are all changes the same or can we distinguish between different elements? Why is it that some changes seem to happen gradually, while there are some changes that impact on the society or organisation as a whole? What are the smallest building blocks in an individual and/or organisation that can be changed, and which concepts are applicable to more pervasive change processes? Can we distinguish between the content of change and the process of change? How do organisations change and what is the shape, sequence and process of change? (All these points will be addressed during this tuition period.) 5.4.4 Learning through activities 14

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The different kinds of change and ways of categorising change are the focus of this part of the course. Read chapters 6 to 11 in Burnes. An overview of theoretical foundations regarding the strategic basis of change is presented in these chapters. You will learn about different conceptualisations of change and you will get clarity on the difference between process and content of change. At the end of this part of the course, you will have an idea of how organisations change. 5.4.5 Self-assessment After studying the reading material, you should scrutinize the following case studies in Burnes: case studies 6 and 7. 5.4.6 Reflection You have been sensitised to the fact that our views of organisations, change and organisational change are constructionist in nature. Reflecting on your life history, career and current work situation, what do you think are the critical elements or influences that impacted on your view of change? How did these cause you to accept or resist change? Think of a critical change that you would like to make in your own life. Given the course content, what new insights did you gain into what influences your reaction to this desired change?

Once you have considered an individual level of change, you may also use the cognitive process to apply it to an organisation of your choice. Can one define change in this system? What are the various ways in which activities in the organisation are structured as a result of how change is conceptualised in the organisation? Is your organisation aligned or nonaligned in relation to change? What are the benefits of this notion? If you do not think your organisation is aligned, what are the possible reasons for the nonalignment and what can you do to address it? 5.4.7 Conclusion This section has allowed us to reflect on how individuals change and how this change process is altered by social and collective contexts. By understanding the inextricable link between the two, one can devise various ways of managing change.

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6. STUDY SCHOOL PLAN All study schools are held at SBL at Midrand. Attendance is compulsory and students will be advised about the dates and venues well in advance. Students are responsible for their own accommodation, travel arrangements and expenses incurred while attending the study schools. Study schools give students an opportunity to network with fellow students and to interact with academics. 6.1

Study School

Topic number

Topic description

Suggested chapters from book (Burnes: 2009)

1

Introduction: Organisation as context for change

Chapters 1 and 2

2

Change paradigms Chapters 3, 4 and 5 Organisations and the framework for strategic change Chapters 6 - 11 Reflections on approaches to organisational change and strategic Chapters 11 and 12 change in conjunction with Chapter 3.

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7. MODULE-SPECIFIC STUDY PLAN Change management is a year module and the program is offered in a blended mode of learning. Students are expected to read the relevant prescribed study material, case studies and articles before the study school. Self-tuition and group work, studying through the prescribed books, reading articles, solving cases, doing assignments, preparing for the examination and attending and participating in class discussions and presentations during study schools, all are crucial instructional and learning strategies in this module.

8. ASSESSMENT 8.1

Assessment plan

There are three formal assessments during the year. They comprise: a two individual coursework assignments b an individual written examination scheduled at the end of the year These are aimed at verifying the personal comprehension of contents and its practical application. 8.2

General assignment numbers

Assignments are numbered consecutively per module, starting from 01. In addition to the general assignment number (e.g. 01), each assignment will also have a due date. 8.2.1 Due Dates A due date is the last date on which the assignment should reach the university. If your assignment is not registered on the system by the due date, you should contact your programme administrator immediately. 16

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The due dates for this module are: Assignment 01 02

Due date 09/05/2014 08/08/2014

Year mark contribution Contributes 12% towards final mark Contributes 12% towards final mark

Type Essay Essay

Marks 100 100

VERY IMPORTANT Please ensure that your assignments reach us on or before the due dates. Penalties will be awarded for assignments received after the due date: Assignments received up to 3 days after the due date will incur a 25% penalty. Assignments received up to 6 days after the due date will incur a 50% penalty. No assignment received 7 days or more after the due date will be marked. A mark of 0 will be recorded on the system.

8.3

Submission of assignments

All assignments should be submitted on the accepted electronic platform used by Unisa SBL which currently is the Electronic Delivery System (eds Online). For detailed information on how to use the eds online and instructions about assignment submission, please refer to the EDS Guide, which you received with your study package. 8.4

Assignments

All assignments are individual assignments.

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8.4.1

Individual Assignment 1

DUE DATE: 09/05/2014

Read the case study The transformation of XYZ Construction (Case Study 3) on pages 160 to 163 in the prescribed book (Burnes, B. 2009. Managing Change: strategic approach to organisational

dynamics. 5th edition. Pearson Education.).

Answer the following questions: Question 1: Evaluate and comment upon the extent to which XYZ can be said to have adopted the Culture - Excellence approach to running its business. [25 marks] Question 2: The transformation of XYZ appears to have taken place with very little resistance or opposition from staff and managers. Discuss why this should be so. [25 marks] Question 3: To what extent and why do you agree with the following statement: the new managing director has not changed the culture of XYZ but has merely introduced a new management style. [25 marks] Question 4: Highlight the various issues discussed in the case study The transformation of XYZ Construction and analyse them in the South African context. Give specific examples in South Africa. [25 marks]

Technical requirements: 1. The name of the student should appear on the title page of the report. The title page should be followed by a table of contents. 2. Format: Length of assignment: 20 -25 A4 pages. Font: Times New Roman. Font size: 12. Line spacing: 1.5. Alignment: Except for headings, the text should be in justified alignment. Each page must be numbered. All sources must be properly referenced. Please follow augmented Harvard referencing style (for details consult our library staff). 3. Justify the answers to the assignment. 4. Points should be clearly articulated in appropriate, scholarly expressions. Errors like improper tense, punctuation, unnecessary capitalisation, lack of paragraph structure, misspelled words and the use of slang should be avoided. Please use your word processor’s proofreading function to maintain the suggested writing standards. 5. Students are expected to maintain the highest standards of academic honesty. Cheating and plagiarism will be considered as acts of academic dishonesty. Assignments may be subjected to 18

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a plagiarism check which may be conducted through ‘Turn-it-in’ software. Plagiarism is considered to be unethical and unacceptable practice, and will, therefore, not be tolerated. The School takes a very strong stance on plagiarism and may decide to take disciplinary steps against students who plagiarise. The university policy for Copyright Infringement and Plagiarism can be viewed at http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=27715. You may consult our library staff for the guidelines related to plagiarism and to understand correct referencing styles. 8.4.2:

Individual Assignment 2

DUE DATE: 08/08/2014

Read case study Oticon – the Disorganised Organisation on pages 421 to 424 in the prescribed book (Burnes, B. 2009. Managing Change: strategic approach to organisational dynamics. 5th edition. Pearson Education.). Answer the following questions: Question 1: Imagine that you are Lars Kolind. The changes you have made have been far more successful than you could have imagined. The company is profitable, producing innovative products, and the workforce is pleased with the new arrangements. a. What are the advantages and disadvantages of allowing the company to regain a more formalised structure? [5 marks] b. What are the advantages and disadvantages of once again “disorganising“ the company? [10 marks] c. Which course of action do you intend to take and why? [10 marks] Question 2: Imagine that you were formerly a senior manager with Oticon and are now one of its most successful project leaders. Lars Kolind has shared his concerns with you and asked you to produce a report on the options for future organisation of the company from your perspective. In particular, he wishes you to address the following questions: a. What are the advantages and disadvantages of allowing the company to regain a more formalised structure? [5 marks] b. What are the advantages and disadvantages of once again “disorganising” the company? [10 marks] c. Which course of action would you recommend and why? [10 marks]

Question 3: Imagine that you are an outside consultant brought in to advise Lars Kolind. He wishes you to address the following questions: a. What are the advantages and disadvantages of allowing the company to regain a more formalised structure? [5 marks] 19

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b. What are the advantages and disadvantages of once again “disorganising” the company? [10 marks] c. Which course of action would you recommend and why? [10 marks] Question 4: Highlight the various issues discussed in the case Oticon – the Disorganised Organisation and analyse them in the African context. Give specific examples in Africa. [25 marks]

Technical requirements: 6. The name of the student should appear on the title page of the report. The title page should be followed by a table of contents. 7. Format: Length of assignment: 20 -25 A4 pages. Font: Times New Roman. Font size: 12. Line spacing: 1.5. Alignment: Except for headings, the text should be in justified alignment. Each page must be numbered. All sources must be properly referenced. Please follow augmented Harvard referencing style (for details consult our library staff). Justify the perspectives given in answering the assignment questions. Answer the questions on the basis of analysis and not on mere presentation of information. 8. Points should be clearly articulated in appropriate, scholarly expressions. Errors like improper tense, punctuation, unnecessary capitalisation, and lack of paragraph structure, misspelled words and the use of slang should be avoided. Please use your word processor’s proofreading function to maintain the suggested writing standards. 9. Students are expected to maintain the highest standards of academic honesty. Cheating and plagiarism will be considered as acts of academic dishonesty. Assignments may be subjected to a plagiarism check which may be conducted through ‘Turn-it-in’ software. Plagiarism is considered to be unethical and unacceptable practice, and will, therefore, not be tolerated. The School takes a very strong stance on plagiarism and may decide to take disciplinary steps against students who plagiarise. The university policy for Copyright Infringement and Plagiarism can be viewed at http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=27715. You may consult our library staff for the guidelines related to plagiarism and to understand correct referencing styles.

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8.5

Marking guideline/matrix/rubric:

An assignment may be poor, acceptable, good or excellent. A good assignment is a logical, creative and well-structured document that displays logical and rational processes. Demonstration of original thinking and the interlinking of theoretical concepts, constructs and frameworks are important. Appropriate and correct referencing is critical, and we expect you to include a comprehensive list of all references in annexure. Students are expected to maintain the highest standards of academic honesty. Cheating and plagiarism will be considered as acts of academic dishonesty. Assignments may be subjected to a plagiarism check which may be conducted through ‘Turn-it-in’ software. Plagiarism is considered to be unethical and unacceptable practice, and will, therefore, not be tolerated. The Business school may decide to apply some serious grade reductions in final marks or may take disciplinary steps against students who plagiarise, depending on the nature of the plagiarism. The following template will be used in the overall assessment of your assignments: Categories Poor

Acceptable

Decisions and Solutions

of Application and integration of Identification theory problems and issues

Crite ria

Good

Excellent

Does not identify problems/issues. Displays confused understanding or detection of inappropriate issues.

Displays basic identification of problems / issues. Displays basic understanding.

Displays hardly any understanding of the theory. Attempts assessment of the questions but applies nonrelevant theoretical concepts and constructs. Hardly any grasp of theory and context.

Shows an elementary understanding of the theory. Demonstrates satisfactory assessment of the questions, but with superficial application of relevant theoretical concepts and constructs. Limited grasp of theory and context.

Inappropriate and impractical; not linked to analysis.

Appropriate practical.

Considers only perspective.

Identifies some relevant viewpoints from other sources. Identifies the position on the issue tentatively.

Addresses some relevant viewpoints from other sources. Identifies position on the issue aptly.

Weak conclusions solutions.

Valid conclusions and good solutions.

Incorrect solutions.

a

conclusions

single

or

and

mostly

or

Identifies not only the main problem, but also associated (subsidiary, embedded, or implicit) issues. Displays fair understanding. Demonstrates a working understanding of the theory. Shows concise and correct assessment of the questions, with an appropriate application of relevant theoretical concepts and constructs. Fair grasp of theory and context. Appropriate, practical and insightful.

Demonstrates in-depth understanding of main and associated (subsidiary, embedded, or implicit) problems/issues. Displays in-depth and insightful understanding. Shows a thorough and outstanding understanding of the theory. Displays concise and correct assessment of the questions with a detailed and profound application of relevant theoretical concepts and constructs Outstanding grasp of theory and context.

Appropriate, practical, insightful, innovative; beyond obvious. Analyses and integrates relevant viewpoints from other sources. Draws support from relevant other sources. Strong conclusions and creative solutions.

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Referencing Technical requirements

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8.6

Did not follow instructions. Poor grammar and spelling. Poor structure, flawed style, little coherence. Editing is generally of a poor standard.

Generally followed instructions. Acceptable grammar and spelling. Acceptable structure, clear writing style. Editing is generally of an acceptable standard.

No or little referencing; Incomplete; errors in references or missing references.

Incomplete; errors in references or missing references; inconsistent or incorrect.

Followed instructions to a considerable extent. Good grammar and spelling Good logical structure, clear and engaging writing style. Editing is generally of a high standard. Mostly complete and accurate. Consistent and correct referencing (in-text or final list).

Excellent following of instructions. Outstanding grammar and spelling. Excellent logical structure, clear and articulate writing style. Excellent standard of editing.

All references complete and accurate (both in-text and final list).

Self-assessment questions

Attempt the ‘TEST YOUR LEARNING’ exercises and case studies given in each chapter in the prescribed book.

9. OTHER ASSESSMENT METHODS There are no assessment methods other than the two formative assessments in the form of the two individual assignments and the summative assessment in the form of an open book written examination.

10.EXAMINATION Open book examinations will be written during October/November. The duration of the examination is four hours. The examination will be case based and will have questions related to the case. All reading material set out in this module overview, together with all material covered at the study schools, should be studied for the examination. The examination will test your knowledge of change theory and your ability to integrate the theory with practice within an organisational context in a coherent way. The examination paper will consist of:

1. Part A: A compulsory Case Study Analysis (60 marks) 2. Part B: Two essay type questions (20 marks each) More details about the examination preparation will be provided during the study school or closer to the examination. Examination eligibility will be according to the rules and procedures applicable to the MBL. Students will be required to adhere to the Unisa examination timetable, as well as the designated Unisa examination centres.

11.FREQUENTLY ASKED QUESTIONS Please check EDS for MBL 93AR, for all queries under a section called lecturer’s discussions. The rest will be discussed throughout the year and during the study schools. 22

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12.SOURCES CONSULTED The contribution of colleagues at UNISA Graduate School of Business Leadership in terms of guidance, advice and critique is acknowledged. The international academic fraternity’s contribution in terms of providing open access to their sources is also acknowledged. The following sources were consulted in compiling this module overview: Burnes, B. 2009. Managing change: strategic approach to organisational dynamics. 5th edition. Pearson Education. Palmer, I. et al. Managing organizational change: a multiple perspective approach. 2nd edition. McGraw-Hill International Edition.

13.CONCLUSION This module presented an overview of multiple change paradigms within which organisational changes unfold, and delineated the complexity of most organisations; it is key for change leaders to align paradigms with the nature of change experienced. Change leaders have to be able to diagnose a change situation and select the best ways of facilitating the change process.

Professor. P Mnguni GRADUATE SCHOOL OF BUSINESS LEADERSHIP UNISA

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