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Provide an introduction to the report that clearly states the aim and structure of the report, and summarises the key issues in the case scenario. If there is data contained in the case scenario comment on that – what is the data telling you about what the underlying organisational problems might be. This should help you focus on the recommendations section.

Assessment Brief

Academic year and term:

2021/22 – Semester B

Module title:

Leadership and Change Management

For further module description see above Module Brief.

Assessment deadlines:

Formative Assessment; TBC

Summative Assessment (Individual report – “Organisational Change Development Plan”):  please see Moodle

Instructions for assessment: Summative components overview

Components of summative assessment

Individual or group submission?

Word count

Weighting

Must Attempt

Y/N

Must Pass

Y/N

Sub-components

Report (Organisational Change Development Plan, for case study of organisation)

Individual

max. 3,500 words

100%

Yes

Yes

n/a

Note that above table does not include the formative assessments and that formative assessments are not marked.

 

Instructions for assessment

Summative assessment

This module will be assessed through an individual report on a case study called “Organisational Change Development Plan” which you will be provided with in week one.

The assessment will be based on case study material which will be provided electronically via Moodle or download instructed via email. Please read the “Assessment case studies brief” that is provided on Moodle for further administrative details.

The report will require you to investigate a situation of organizational change, analyzing the multiple causes, organizational and social consequences, using academic and professional literature to support your findings. Your report will also include recommendations to lead and manage organisational change, reflecting on appropriate leadership styles, employees’ engagement and organisational development.

Formative feedback

There will be one formative assessment in the form of a poster presentation.

You may additionally seek oral feedback on your summative draft in progress.

Note however that we will not provide any written or marks indicative feedback on drafts for summative assessment at any time. Should you perceive any formative feedback such way, then please note that it is not binding for your marking. Markers can also always change and you have no entitlement to be marked by the module convener or tutors.

Instructions for Re-sit

The same assignment task as for the main assignment period applies to the re-sit, with further instructions see below.

Re-sit deadlines will be published via Moodle. Visit the module’s Moodle site and check your Roehampton email account on a regular basis. The school is not obliged to check whether you have noticed re-sit deadlines.

You are required to improve and resubmit your original work as well as adding a further reflective commentary in form of a 400-700 words Essay. You must resubmit your work using the specific re-sit Turnitin link on Moodle. This additional word count can be added on top of the original word count of this assignment, if you used the full word count.

The original marking criteria will still apply (see marking grid in Appendix) except that the 10% weighting for Introduction will be awarded instead to your additional Reflective Essay section. That is, a statement demonstrating how you learnt from the feedback and what you did differently the second time. Also reflect how the module contents could be beneficial as knowledge of best practices for a future management, public administration or advisory career.

If you did not submit work at the first opportunity, you cannot reflect on your feedback. However, in such case, your Reflection Essay section should reflect upon a) how the module’s concepts are informing the professions and open up areas of future empirical research and b) how the module contents could be beneficial as knowledge of best practices for your future management, public administration or advisory career.

If you were deferred at the first assessment opportunity you do not need to include the reflective piece as this is a first submission at a later date, not a re-sit.

The Reflective Essay is marked based on the criteria of Criticality and Evidence-based Logic of arguments. It is an independent writing task and no supervision will be provided for conducting the essay.

 

Structure of the Summative submission and assigned marking criteria

Task 1 – 10 Marks

Provide an introduction to the report that clearly states the aim and structure of the report, and summarises the key issues in the case scenario.  If there is data contained in the case scenario comment on that – what is the data telling you about what the underlying organisational problems might be. This should help you focus on the recommendations section.

Task 2 – 20 Marks

Investigate the case scenario, analyzing the multiple causes/triggers for change and the types of change experienced, using academic and professional literature to support your findings.

Task 3 – 30 Marks

Analyze the change situation looking into its organizational, cultural and social dimensions. Recognize the importance of culture and its role in relation to organizational change. Discuss the links between power, politics and conflict and their effect on change, using academic and professional literature to support your findings.

Task 4 – 30 Marks

Make recommendations to lead and manage organisational change, reflecting on leadership issues, employees’ engagement and organisational development.

Task 5 – 10 marks

Produce a clear and justified conclusion.

 

Full reading list

Essential Reading

Alvesson, M. & Sveningsson, S. (2015) Changing Organizational Culture: Cultural Change Work in Progress. Routledge.

Alvesson, M. (2013) Understanding Organizational Culture. London: Sage.

Anderson, D. L. (2016) Organization Development: The Process of Leading Organizational Change. Sage: Publications.

Buchanan, D.A. & Badham, R.J. (2008) Power, Politics and Organizational Change. London: Sage.

Carroll, B., Ford, J., & Taylor, S. (eds.) (2015) Leadership: Contemporary Critical Perspectives. London: Sage.

Clegg, S., Courpasson, D., & Phillips, N. (2006) Power and Organizations. London: Sage.

Cummings, T. & Worley, C. (2015) Organizational Development and Change (10th  ed.). Mason: Thomson South-Western.

Dundon, T. & Rollinson, D. (2011) Understanding Employee Relations, London: McGraw Hill.

Gennard, J. & Judge, G. (2010) Managing Employment Relationships. London: CIPD.

Glenn, R.W & Guerrero, L. (2016) Cases in Leadership. (4th  ed.). London: Sage.

Heery, E., Blyton, P., & Turnbull, P. (eds.) (2011) Reassessing the Employment Relationship, Management, Work and Organisations. Basingstoke: Palgrave Macmillan.

Huczynski, A. & Buchanan, D. Organizational Behaviour, Pearson, pp. 765-766

Hughes, M. (2010) Managing Change. A Critical Perspective. London: CIPD.

Jackson, B. & Parry, K. (2011) A Very Short, Fairly Interesting and Reasonably Cheap Book about Studying Leadership. London: Sage

Northouse, P.G. (2010) Leadership: Theory and Practice. Thousand Oaks: Sage.

Raelin, J.A. (ed.) (2016) Leadership-As-Practice: Theory and Application. Routledge.

Schein, H.E. (2004) Organizational Culture and Leadership (3rd edition). San Francisco: Jossey-Bass.

Senior, B. & Swailes, S. (2016) Organizational Change (5th ed.). Harlow: Pearson.

Watson, G. & Reissner, S. (2010) Developing Skills for Business Leadership. London: CIPD.

Vogel, T. & Wanke, M. (2016) Attitudes and Attitude Change. Psychology Press.

 

Further Reading

Atkinson, P. (2015) OD strategies: installing a lean and continuous improvement culture. Management Services 58(4) pp. 12–17.

Axlerod, R.H., & Axlelrod, E.M. (2017) The scholar-practitioner mindset: How texts and experience influence organizational change practice. Academy of Management Review 42(3)  pp. 561–571.

Buchanan, D.A. (2007) “You stab my back, I’ll stab yours”: Management experience and perceptions of organizational political behaviour. British Journal of Management 19(1) pp. 49–64.

Burnes, B. & By, R.T. (2012) Leadership and change: The case for greater ethical clarity. Journal of Business Ethics 108(2) pp. 239–252.

Dinh, J., Lord, R., Garnder, W., Meuser, J., Liden, R.C. & Hu, J. (2014) Leadership theory and research in the new millennium: current theoretical trends and changing perspectives. Leadership Quarterly 25(1) pp. 36–62.

Emmott, M., (2015) Employment relations over the last 50 years: Confrontation, consensus or neglect? Employee Relations 37(6) pp. 658–669.

Elliott, C. & Stead, V. (2008) Learning from Leading Women’s Experience: Towards a Sociological Understanding. Leadership 4(2) pp. 159–180.

Ely, R.J., Ibarra, H., & Kolb, D.M. (2011) Taking gender into account: Theory and design for women’s leadership development programs. Academy of Management Learning & Education 10(3) pp. 474–493.

Georgalis, J., Samaratunge, R., Kimberley, N., & Lu, Y. (2015) Change process characteristics and resistance to organisational change: The role of employee perceptions of justice. Australian Journal of Management 40(1) pp. 89–113.

Marchington, M. & Wilkinson, A. (2012) Employee involvement and participation: Creating engagement and voice in the workplace. In: Marchington, M. & Wilkinson, A. (eds.) Human Resource Management at Work. (5th ed.) CIPD. pp. 344–370.

Smircich, L. (1983) Concepts of culture and organizational analysis. Administrative Science Quarterly 28(3) pp. 339–358.

Stead, V. & Elliott, C. (2013) Women’s leadership learning: A reflexive review of representations and leadership teaching. Management Learning 44(4) pp. 373–394.

Turner, J. & Mavin, S. (2008) What can we learn from senior leader narratives? The strutting and fretting of becoming a leader. Leadership & Organization Development Journal 29(4) pp. 376–391.

Van Nistelrooij, A. & Sminia, H. (2010) Organization development: what`s actually happening? Journal of Change Management 10(4) pp. 407–420.

Wenger, E. (2000) Communities of practice and social learning systems. Organization 7(2), pp. 225–246.

Worren, N. A., Ruddle, K., & Moore, K. (1999) From organizational development to change management: The emergence of a new profession. The Journal of Applied Behavioral Science 35(3) pp. 273–286.

Relevant journals for this module

  • British Journal of Management
  • Journal of Organizational Change Management
  • Work, Employment and Society
  • Organisations Studies
  • Human relations
  • Human Resource Management Journal (UK)
  • International Journal of Human Resource Management

 

How will your work be assessed?

Your work will be assessed by a subject expert who will use either the marking criteria provided in the section “Instructions for assessment” or the Marking rubric enclosed in the Appendix, as appropriate for this module. When you access your marked work it is important that you reflect on the feedback so that you can use it to improve future assignments.

Referencing and submission

You must use the Harvard System.

The Business School requires a digital version of all assignment submissions. These must be submitted via Turnitin on the module’s Moodle site. They must be submitted as a Word file (not as a pdf) and must not include scanned in text or text boxes. They must be submitted by 2pm on the given date. For further general details on coursework preparation refer to the online information at StudentZone, http://studentzone.roehampton.ac.uk/howtostudy/index.html.

Mitigating circumstances/what to do if you cannot submit a piece of work or attend your presentation

The University Mitigating Circumstances Policy can be found on the University website: Mitigating Circumstances Policy

Marking and feedback process

Between you handing in your work and then receiving your feedback and marks within 20 days, there are a number of quality assurance processes that we go through to ensure that students receive marks which reflects their work. A brief summary is provided below.

  • Step One – The module and marking team meet to agree standards, expectations and how feedback will be provided.
  • Step Two – A subject expert will mark your work using the criteria provided in the assessment brief.
  • Step Three – A moderation meeting takes place where all members of the teaching and marking team will review the marking of others to confirm whether they agree with the mark and feedback
  • Step Four – Work then goes to an external examiner who will review a sample of work to confirm that the marking between different staff is consistent and fair
  • Stop Five – Your mark and feedback is processed by the Office and made available to you.

Appendix: Marking rubric for Summative Assessment



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