EDU5MOC MANAGING ORGANISATIONAL CHANGE
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MANAGING ORGANISATIONAL CHANGE
EDU5MOC
LMS Subject link
SUBJECT LEARNING GUIDE
Teaching Period Term 4 2022
Subject Coordinator Professor Sue Grieshaber
SUBJECT DETAILS
Subject Code: EDU5MOC
Subject Title: Managing Organisational Change
Teaching Period: Term 4 2022
Location(s): Melbourne (Bundoora)-Blended, Online
Credit Points: 15
Delivery Mode: Blended, Online
AQF Level: 9
STAFF CONTACTS
Subject Coordinator: Professor Sue Grieshaber
Email: s.grieshaber@latrobe.edu.au
Tel: 03 9479 1647
Location: Room 341 Building ED1; Bundoora campus
Consultation time/s: Please email
Tutor: Dr Mary Burston
Email: m.burston@latrobe.edu.au
Location: Room 501 Building ED1; Bundoora campus
Consultation time/s: Please email
ABOUT THIS SUBJECT
Organisations are under pressure to change. The need for flexibility, team work, customisation and problem solving in the work context has created a need for understanding how organisations change and the way that change is managed. In this subject, you will focus on educational organisations and how they are responding to social, economic, political and technological change. The subject focuses on the key stakeholders, management and workers, and the way that organisational change impacts their life and work in the organisation. You will be introduced to change management theories, especially those relevant to educational organisations, and apply the theoretical knowledge to your experiences and practices. The common focus is how people might be enabled to deal with such changes and how change processes can provide better outcomes for all stakeholders. Recent case studies of workers whose institutions are changing are considered, together with practical strategies for the development of practical management skills.
SUBJECT INTENDED LEARNING OUTCOMES (SILOs)
Upon successful completion of this subject, you should be able to:
- Examine the process of organisational change from broad social and economic perspectives
- Demonstrate an understanding of workplace learning and the politics of practice and how these shape organisational change
- Critically evaluate organisational learning as a way to manage change
- Recognise and analyse common strategies for change seen in managers and staff during organisational change
- Demonstrate strategies to lead and manage in a rapidly changing environment.
LEARNING ACTIVITIES
Timetable details are available at https://www.latrobe.edu.au/students/your–course/timetables. Students should also regularly check this subject’s LMS site for updated information.
| Session | Date | Learning Activities | Key Dates |
| 1 Online and blended instances (BL, OL) Blended (BL) only Online only (OL) | Week beginning 18 July | Be familiar with the Subject Learning Guide (SLG), key dates, assessment etc. Module 1 including online materials and readings Tuesday 19 July 2-4.30pm: Live online tutorial BL and OL Saturday 23 July: 9am-5pm F2F (BL) Intensive Bundoora campus GC-AD-02-216 Seminar 5 (48) (GC = Glen College) | |
| 2 | Week beginning 25 July | Module 1 including online materials and readings Monday 25 July 10am-2pm: Intensive Online (OL) via zoom Tuesday 26 July 2-4.30pm: Live online tutorial BL and OL | |
| 3 | Week beginning 1 August | Module 2 including online materials and readings Monday 1 August 10am-2pm: Intensive Online (OL) via zoom Tuesday 2 August 2-4.30pm: Live online tutorial BL and OL | AT1 due 1/8/22 (11.59pm) |
| 4 | Week beginning 8 August | Module 2 including online materials and readings Tuesday 9 August 2-4.30pm: Live online tutorial BL and OL | |
| 5 | Week beginning 15 August | Module 3 including online materials and readings Tuesday 16 August 2-4.30pm: Live online tutorial BL and OL | AT2 due 15/8/22 (11.59pm) |
| 6 | Week beginning 22 August | Module 3 including online materials and readings Tuesday 23 August 2-4.30pm: Live online tutorial BL and OL |
| AT3 due 5/9/22 | |||
| Online and blended instances (BL, OL) Blended (BL) only Online only (OL) |
SELF-DIRECTED STUDY
In addition to the learning activities specified, you are expected to allocate approximately 15 hours per week of self directed study in this subject This time includes subject preparation, completing learning activities, readings, assessment preparation and other related work to enhance your participation in this subject and your learning at La Trobe.
LEARNING RESOURCES & TECHNOLOGIES
| Resource Type | Title | Author and Year | Publisher |
| Recommended | |||
| Book Online access | The SAGE handbook of educational leadership advances in theory, research, and practice (2nd ed.). | English, F. W. (Ed.). (2011) | Sage |
| Book Online access | The Jossey-Bass reader on educational leadership (3rd ed.). | Grogan, M. (Ed.). (2013) | Jossey-Bass |
| Book Online access | Professional capital: Transforming teaching in every school. | Hargreaves, A and Fullan, M. (2012) | Teachers College Press |
| Book Online access | Second international handbook of educational change | Hargreaves, A., Lieberman, A., Fullan, M., Hopkins, D. (2009). | Springer |
| Book Online access | The practice and theory of school improvement: International handbook of educational change (1st ed.) | Hopkins, D. (Ed.). (2005). | Springer |
| Book | Effective organizational change: Leading through sensemaking. | Iveroth, E., & Hallencreutz, J. (2016). | Routledge |
| Book Online access | Organizational Theory, Design, and Change (7th Edition). | Jones, G. (2012) | Routledge |
| Book Online access | The Wiley-Blackwell handbook of the psychology of leadership, change, and organizational development. | Leonard, H. S., Lewis, R., Freedman, A. M., & Passmore, J. (Eds.). (2013). | Wiley Blackwell |
| Article | Liveable life, educational theory and the imperative of constant change. | Säfström, C. A. (2018). | European Educational Research Journal, 17(5), 621–630. https://doi.org/10.1177/14 74904118784480 |
| Book Online access | Philosophies of organizational change. | Smith, A., & Graetz, F. (2011). | Edward Elgar |
ASSESSMENT AND FEEDBACK SUMMARY
| Week | Date due | % | Assessment | Feedback method | SILOs assessed |
| 32 | 1/8/22 11.59pm | 15 | Case study article review | Rubric (below); feedback via Turn It In | 1, 2 |
| 34 | 15/8/22 11.59pm | 35 | Case study: Recommendation | Rubric (below); feedback via Turn It In | 1, 2, 3, 4, 5 |
| 37 | 5/9/22 11.59pm | 50 | Essay: Implementation plan | Rubric (below); feedback via Turn It In | 1, 2, 3, 4, 5 |
HURDLE REQUIREMENTS
There are a variety of assessment hurdles or conditions for passing a subject other than the overall mark.
Hurdle Requirements may be built into the assessment of the learning outcomes of your subject.
There are no Hurdle Requirements for this subject.
GENERAL ASSESSMENT REQUIREMENTS
SUBMITTING WRITTEN WORK WITH TURNITIN
Turnitin is a web-based text-matching software system used at La Trobe University to assist you in writing your assignments and checking for similarity with existing published work. Please remember to allow adequate time to submit your assignment to Turnitin. It is your responsibility to have your assignment
submitted by the assessment due date. Not receiving an originality report is not an acceptable reason for requesting an assignment extension unless it is a required part of the assessment.
POLICIES, PROCEDURES AND GUIDELINES
The University has a comprehensive policy framework to which both staff and students must adhere. You should familiarise yourself with those policies, procedures and guidelines likely to affect you especially the following:
- Academic Integrity
- Academic Progress Review
- Assessment Policy
- Adjustments to Assessment, including extensions to submission dates and Special Consideration
- Health and Safety (OHS)
- Privacy
- Validation and Moderation, including applications for review and re-mark
ADJUSTMENTS FOR ASSESSMENT
You may be affected by a range of adverse circumstances while you are preparing for or undertaking an assessment task. There are avenues for adjustments to your assessment depending on the circumstances you face. For more detailed information refer to the Assessment Procedure – Adjustments.
REQUEST AN EXTENSION OF TIME TO SUBMIT AN ASSIGNMENT TASK
Where you know in advance that you will not be able to submit an assessment task by the due date due to adverse circumstances that have affected you during the preparation of the task, you will need to request an extension of time to submit. This must be done at least three days prior to the due date. Penalties normally apply if you submit an assessment after the due date. Poor time management is not an acceptable reason for an extension.
To apply, go to https://www.latrobe.edu.au/students/admin/forms/request–an-extension/request
SPECIAL CONSIDERATION
If you have experienced serious short term, adverse and unforeseen circumstances that substantially affect your ability to complete an assessment task to the best of your potential, you may be eligible to apply for Special Consideration. To do this or find more information, go to http://www.latrobe.edu.au/special- consideration
STUDENTS WITH A LEARNING ACCESS PLAN (LAP)
Students who have a Learning Access Plan must apply for any additional adjustments they may need via the same channels but may have access to more flexible arrangements depending on their circumstances.
Please refer to your LAP.
ACADEMIC INTEGRITY
Academic integrity means being honest in academic work and taking responsibility for learning the conventions of scholarship. Academic integrity education is integral to the learning experience at La Trobe University. The University requires its academic staff and students to observe the highest ethical standards
in all aspects of academic work, and it demonstrates its commitment to these values by awarding due credit for honestly conducted scholarly work, and by penalising academic misconduct and all forms of cheating.
The penalty for submitting an assignment under your name that is the work of a third-party may be severe, even leading to exclusion from the University without readmission. Refer to the Academic Integrity – Schedule of Responses and Penalties for Academic Misconduct within the Academic Integrity Policy.
You should understand and be able to practice integrity in all your academic work, and be familiar with the Academic Integrity website and complete the Academic Integrity Module (AIM) found in your LMS.
If you have any specific questions regarding Academic Integrity about your assessment, your Subject or Course Coordinator will be able to assist.
STUDENT FEEDBACK ON SUBJECT SURVEYS
The Student Feedback on Subjects (SFS) Survey is one of the quality assurance processes that occur across the University. In this survey, you can tell us about your learning experiences in this subject. We value your feedback. Your views are taken seriously and assist us to improve the learning experience for future students through the LTU Subject Monitoring process.
The surveys will be available for you to complete towards the end of the subject teaching period. Feedback from previous students who completed this subject is available in the LMS site for this subject.
For more information you may contact surveys@latrobe.edu.au.
CHARTER OF STUDENT RIGHTS AND RESPONSIBILITIES
As a La Trobe coursework student, you have rights and responsibilities. La Trobe statutes and regulations, as well as policies and procedures govern your rights and responsibilities. La Trobe University aspires to provide an outstanding student experience conducive to scholarly activity and supportive of your learning goals.
The Charter of Student Rights and Responsibilities is a summary of your rights and responsibilities as a student at La Trobe. The Charter was developed in consultation with La Trobe students. https://policies.latrobe.edu.au/document/view.php?id=225.
STUDENT COMPLAINTS
The Student Complaints Management System (SCM) is a formal mechanism for students to lodge concerns about any aspect of their university experience. A student complaint may be about any aspect of university life, such as an administrative matter, a problem with a subject or course, or the conduct of a student or staff member.
For more information about the Student Complaint process and how to lodge a complaint, visit the
Complaints and Feedback page at: https://www.latrobe.edu.au/students/support/complaints.
GETTINGHELP ANDSUPPORT AT UNI
A range of services at La Trobe can assist you with your studies, health and wellbeing.
For the full range of services and facilities available for you, go to Student Help and Support at http://www.latrobe.edu.au/students/support.
STUDYING ONLINE
When you are in studying an online subject, please be sure that you can continue to access our learning support services through the Learning Hub (academic skills, English language, Maths and Science) via Zoom appointments that you can book by accessing the Learning Hub LMS page or by emailing the LearningHub@latrobe.edu.au.
You also have access to assignment feedback and online study support chat through Studiosity that can be accessed from any subject LMS page. You can also access the Library services remotely through the library website.
LIBRARY
Your Library offers many ways to support your study. To discover more about how the Library can help, visit your Library website and explore the following essential resources:
· Achieve@Uni
https://www.latrobe.edu.au/students/study–resources/learning/achieve – Learn skills to help complete your assessments
· Assessment Planner
http://www.latrobe.edu.au/library/assessment-thesis-support/plan-my-assessment – Create a personal assessment schedule
· Expert Help Guides
https://latrobe.libguides.com/ – Find expert discipline and specialist help for your research
· Referencing at La Trobe University
http://latrobe.libguides.com/referencing/ – Understand how and why to reference
· Academic Referencing Tool
www.lib.latrobe.edu.au/referencing-tool – Get detailed examples of referencing styles
· Chat to library staff
www.latrobe.edu.au/library – Access the text chat service from the Library website
· Contact us
www.latrobe.edu.au/library/about/contact – Call or email your Library
ASK LA TROBE
ASK La Trobe is a service open to all La Trobe students who need guidance with administrative matters during their time at La Trobe. ASK La Trobe can provide you with help relating to enrolments and timetabling, fees and financial support, exams, results and graduations & student life and support services.
Go to ASK La Trobe – Current Students at http://latrobe-current.custhelp.com/app/home and start by looking at our FAQs or visit us at your campus ASK La Trobe Help Zone.
If you can’t find what you’re looking for:
- Call 1300 La Trobe (1300 528 762)
- Ask a question online at http://latrobe-current.custhelp.com/app/ask
- Visit the ASK La Trobe Help Zone. Join the queue for the Bundoora, Bendigo or city campuses using the QLess: Virtual Queuing system.
LEARNING AND SUPPORT PROGRAMS
There are many resources, including services, to help you with your academic studies at La Trobe. Go to the Learning and Support Programs page at http://www.latrobe.edu.au/students/study-resources/learning for further information.
HEALTH AND WELLBEING
Your health and wellbeing are an important part of being a successful student. Studying can be stressful and many factors can affect your mental and physical health, in and outside of the University.
Check out the services available to you at La Trobe to support your health and wellbeing at www.latrobe.edu.au/wellbeing.
Assessment and Feedback Details
| Assessment Task 1 | Due Date | % | SILOs Assessed |
| Case study article review (800 words) | 1 August (11.59pm) | 15 | 1, 2 |
| Submission Details | |||
| LMS via Turn It In | |||
| Grading Criteria and Feedback | |||
| Detailed grading criteria and a rubric are below. This is a formative assessment task and leads into Assessment Task 2. Formative feedback will be provided via Turn It In. | |||
| Description of Task | |||
| Read Michael Gilbert’s article A plea for systemic change in education (available on the LMS). Provide a short summary of the content and discuss the author’s contribution to our evolving understanding of change in education. 800 words including references. Referencing and Reference list – use of APA7 is required |
| Assessment Task 2 | Due Date | % | SILOs Assessed |
| Case study: Recommendation (1200 words) | 15 August (11:59pm) | 35 | 1, 2, 3, 4, 5 |
| Submission Details | |||
| LMS via Turn It In | |||
| Grading Criteria and Feedback | |||
| Detailed grading criteria and a rubric are below. Feedback will be provided via Turn It In. | |||
| Description of Task | |||
| AT1 and AT2 are linked, but assessed separately. AT1 was a formative task that leads into AT2 (this task). Assessment Task 2: Using the article from Task 1 (A plea for systemic change in education by Michael Gilbert) and the author’s argument, contribute to this evolving debate by making your suggestion/s for change. The aim is to be provocative, analytical, and foster rigorous debate. 1200 words including references. Referencing and Reference list – use of APA7 is required |
| Assessment Task 3 | Due Date | % | SILOs Assessed |
| Essay: Implementation plan (2500 words excluding references) | 5 September (11.59pm) | 50 | 1, 2, 3, 4, 5 |
| Submission Details | |||
| LMS via Turn It In | |||
| Grading Criteria and Feedback | |||
| Detailed grading criteria and a rubric are below. Summative feedback will be provided via Turn It In. | |||
| Description of Task |
The third assessment task is an essay that provides an implementation plan which describes and justifies the approach that you would take to implement a change initiative. The essay uses relevant literature and should be approximately 2500 words in length excluding references. A guide is below.
Requirements
The word limits are a guide to assist you plan and should not be used to divide the plan into sections.
- Identify an area of concern/concerns that require change in your organisation in the next 12 months. Identify reasons for the change. This should be an ‘actual’ example – do not select a change that has already been implemented or which you do not realistically intend to implement. Ensure that you provide enough detail about the setting, issues, the people involved and the intended change initiative for the reader to fully understand the change and change process being described (about 800 words);
- Design your implementation plan. This could take the form of a table, and/or diagram – use the format that you consider most clearly presents your proposed implementation (maximum of 400 words or 2 pages of plan tables/diagrams);
- Using the literature recommended in this subject and any other recent and relevant readings that you have located; explain the theory or theories that underpin(s) your approach to change management as a whole for the reader to fully understand the change and change process being described; and explain and justify your choice of specific implementation actions and strategies (1300 words).
You should demonstrate the ability to:
- Scope the contents of the essay in the Introduction
- Describe and discuss the concepts of change management and change in education
- Select an education change management area and provide an overview of its background and current content
- Review literature concerned with this area and critically analyse the the implementation that has occurred
- Discuss the possible future direction of educational change and development.
Comprehensive use of recent and relevant literature is expected throughout your work. The word limit excludes references.
Referencing and Reference list – use of APA7 is required
Detailed Grading Criteria
EDU5MOC Assessment Task 1: Case study article review (15%; SILOs 1, 2)
| Criteria | Strongly meets or exceeds requirements 80-100% | Soundly meets requirements 70-79% | Meets requirements 60-69% | Meets limited requirements 50-59% | Does not meet requirements 0-49% |
| Summary and synthesis of main points of the article | Strong and clear summary with main points identified | A clear summary of the main points | An average overview of the main points | Limited summary of main points | Failure to summarise main points |
| 5 marks | 4-5 marks | 3.5 marks | 3 marks | 2.5 marks | 0-<2.5 marks |
| Outline of author’s contribution to evolving understanding of change | Strong evidence of understanding author’s contribution to change debate | Evidence of understanding author’s contribution to change debate | Some evidence of understanding author’s contribution to change debate | Limited and unclear evidence of understanding author’s contribution to change debate | Little evidence of understanding of author’s contribution to change debate |
| 5 marks | 4-5 marks | 3.5 marks | 3 marks | 2.5 marks | 0-<2.5 marks |
| Use of literature | Highly original use of relevant and scholarly literature | Original use of relevant and scholarly literature | Appropriate use of some relevant and scholarly literature | Some but limited use of relevant and scholarly literature | Little use made of relevant and scholarly literature |
| 5 marks | 4-5 marks | 3.5 marks | 3 marks | 2.5 marks | 0-<2.5 marks |
| Total Marks: /15 Comments via Turn It In |
Detailed Grading Criteria
EDU5MOC Assessment Task 2: Case study: Recommendation (35%; SILOs 1-5)
| Criteria | Strongly meets or exceeds requirements 80-100% | Soundly meets requirements 70-79% | Meets requirements 60-69% | Meets limited requirements 50-59% | Does not meet requirements 0-49% |
| Criterion 1 Identifies key issues | Provides a highly accurate summary of key issues. Identifies the purpose and effectiveness of the approach taken. | Provides a mostly accurate summary of the article, including the key issues raised; mostly identifies the purpose and effectiveness of the approach taken. | Provides some accuracy in summarising the article, including the key issues raised. Identifies some of the purpose and effectiveness of the approach taken. | Limited accuracy in summarising the article, including the key issues raised. Limited identificaiton of the purpose and effectiveness of the approach taken. | The summary contains numerous inaccuracies and does not identify the key issues. Does not identify the purpose and approach taken. |
| 5 marks | 4-5 marks | 3.5 marks | 3 marks | 2.5 marks | <2.5 marks |
| Criterion 2 Relates the issues to the broader context of change in education | Excellent links made between the article and broader issues; excellent identification and evaluation of underlying beliefs, assumptions, attitudes, etc. | Good links between the article and broader issues; good identification and evaluation of underlying beliefs, assumptions, attitudes, etc. | Some (60%) links between the article to broader issues; some identification and evaluation of underlying beliefs, assumptions, attitudes, etc. | Provides some but limited (50%) links between the article and broader issues; some but limited identification and evaluation of underlying beliefs, assumptions, attitudes, etc. | Links are not made to broader issues and do not identify or evaluate underlying beliefs, assumptions, attitudes, etc. |
| 15 marks | 12-15 marks | 10.5-11.5 marks | 9-10 marks | 7.5-8.5 marks | <7.5 marks |
| Criterion 3 | |||||
| Articulates an understanding and contributes own scholarship | Provides a provocative and analytical contribution to the debate of change in education. | Makes a strong attempt to contribute to the debate. | Makes a good attempt (60%) to contribute to the debate. | Makes an attempt (50%) to contribute to the debate. | Does not explore the key issues and makes little attempt to contribute to the debate. |
| 15 marks | 12-15 marks | 10.5-11.5 marks | 9-10 marks | 7.5-8.5 marks | <7.5 marks |
| Total Marks: /35 Comments via Turn It In |
Detailed Grading Criteria
EDU5MOC Assessment Task 3: Essay: Implementation plan (50%; SILOs 1-5)
| Criteria | Strongly meets or exceeds requirements 80-100% | Soundly meets requirements 70-79% | Meets requirements 60-69% | Meets limited requirements 50-59% | Does not meet requirements 0-49% |
| Introduction | Excellent description of organisational change implementation; excellent use of recent and relevant literature | Good description of organisational change implementation; good use of recent and relevant literature | Some description of organisational change implementation; some use of recent and relevant literature | Limited description of organisational change implementation; limited use of literature | Description of organisational change implementation and use of literature do not meet expectations of the task |
| 15 marks | 12-15 marks | 10.5-11.5 marks | 9-10 marks | 7.5-8.5 marks | <7.5 marks |
| Review and critical analysis of literature in selected area of change; informed anlaysis of future directions for policy area | Clear and original analysis of at least 6 pieces of relevant and scholarly literature with evidence of wide reading and deep inderstanding; informed links to future directions evident | Clear and systematic analysis of at least 6 pieces of relevant and scholarly literature with evidence of wide reading and understanding; links to future directions | Clear analysis of at least 6 pieces of relevant and scholarly literature with evidence of reading and some understanding; some links to future directions | Some analysis of at least 6 pieces of relevant and scholarly literature with limited evidence of reading and understanding; limited links to future directions | Lack of a clear and original analysis of relevant and scholarly literature with little evidence of wide reading and understanding; poor links to future directions |
| 25 | 20-25 marks | 17.5-19.5 marks | 15-17marks | 12.5-14.5 marks | <12 marks |
| Presentation standards | Well-organised with strong attention to presentation, editing and correct referencing. Exceptional command of expression, argument and structure. | Clearly expressed and free of grammatical and spelling errors. Well-organised, presented, and edited, with correct referencing. | Well expressed and largely free of grammatical and spelling errors. Appropriately organised, presented, and edited, with correct referencing. | Satisfactory expression with some grammatical and spelling errors. Satisfactorily organised with some attention to presentation, editing, and some correct referencing. | Academic writing conventions, organisation, and presentation do not meet the expectations of the task . |
| 10 | 8-10 marks | 7-7.5 marks | 6-6.5 marks | 5-5.5 marks | <5 marks |
| Total Marks: /50 Comments via Turn It In |
